Ar Ludvigsen

• Ludvigsen, Ar; Maugesten, Marianne & Spernes, Kari Iren (2022). Utfordringer i matematikkfaget for minoritetsspråklige elever med kort botid i Norge. In Maugesten, Marianne & Spernes, Kari Iren (Ed.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet.. Universitetsforlaget. ISSN 978-82-15-06093-4. p. 125–138.
• Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ar & Næsje, Ragnhild Louise (2020). The Fairy-Tale Forest: Developing Pedagogical Content Knowledge for teaching Primary School Mathematics in The Scottish Storyline Approach. In Karlsen, Kristine Høeg & Häggström, Margaretha (Ed.), Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education . Waxmann Verlag. ISSN 978-3-8309-3986-3. p. 183–207. doi: https:/doi.org/10.31244/9783830989868. Full text in Research Archive Show summary

  This study focuses on the development of mathematical pedagogical content knowl-edge when implementing Storyline as a narrative approach to organising cross-curricu-lar learning for student teachers to become teachers in mathematics for grades 1–7. InStoryline, teachers according to Omand (2014) carefully plan “a ‘line’ of episodes, each of which has carefully designed key questions that encourage and support the learner to contextualise and create the ‘story’, promoting exciting learning” (p. 3). The study uses six semi-structured focus group interviews with a total of 24 first year student teachers. A qualitative analysis, based on the framework of Creswell and Creswell (2018), structures the process of coding. The results contribute to pedagogical content knowledge (cf. Ball, Thames & Phelps, 2008) for teaching primary school mathematics in the following three domains: i) Playing out the Fairy-tale story; ii) Preparing, exploring and performing the tasks; and iii) Learning through a Meta-Storyline. The results show that the students encountered a completely new way of learning mathematics when using Storyline. In summary, although the student teachers report awkwardness when joining the fictional in-role activities, they see the potential for facilitating playful and explorative learning experiences for pupils in primary school.

• Arntzen, Ragnar & Ludvigsen, Ar (2014). Learning to read in a second language. What influence do oral second-language skills have on early reading development? NOA - Norsk som andrespråk. ISSN 0801-3284. 30(1), p. 41–73. Show summary

  Based on a longitudinal study of 21 second-language learners we followed from the last year in kindergarten to end of 2nd grade, we examine some aspects of the process of learning to read in a second language. We are particularly interested in how and to what extent oral skills and vocabulary in the second language are important for early reading development. In our study we did not get a clear answer as to what extent second-language skills of preschool age are important for reading skills in the early grades, but the relation between second-language skills and reading skills are stronger from 1st to 2nd grade. For our informants, it is especially the development of the context-reduced, more cognitive demanding language that correlates significantly with reading skills. When we compare the second-language learners’ reading skills with the skills of majority-language speaking pupils, we find that the second- anguage learners score more evenly with the majority-language speaking pupils in the code-related subtasks than the subtasks testing reading comprehension.

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• Hatami, Russell & Ludvigsen, Ar (2020). Som Pascals triangel – men på direkten. Nämnaren : tidskrift för matematikundervisning. ISSN 0348-2723. p. 58–62.
• Ludvigsen, Ar; Berggren, Stein Arnold; Næsje, Ragnhild Louise & Karlsen, Kristine Høeg (2020). Narratives as a gateway to interdisciplinarity in Teacher Education.
• Karlsen, Kristine Høeg; Pilskog, Hanne Eik; Næsje, Ragnhild Louise; Lockhart-Pedersen, Virginia Jean; Motzfeldt, Gitte Cecilie & Bjørnstad, Gunhild Brænne [Show all 10 contributors for this article] (2019). Storyline - som et eksempel på tverrfaglig og studentaktiv læringsform.
• Ludvigsen, Ar; Motzfeldt, Gitte Cecilie; Pilskog, Hanne Eik; Karlsen, Kristine Høeg & Rasmussen, Adrian Kristinsønn (2019). Storyline - en tverrfaglig og utforskende undervisning om bærekraftig utvikling.
• Motzfeldt, Gitte Cecilie; Karlsen, Kristine Høeg; Rasmussen, Adrian Kristinsønn; Pilskog, Hanne Eik & Ludvigsen, Ar (2019). Storyline - tverrfaglig og utforskende undervisning om bærekraftig utvikling.
• Berggren, Stein Arnold; Næsje, Ragnhild Louise; Ludvigsen, Ar & Karlsen, Kristine Høeg (2019). Fantasy meets math.
• Karlsen, Kristine Høeg; Berggren, Stein Arnold; Ludvigsen, Ali Reza; Næsje, Ragnhild Louise & Høeg, Ellen (2018). Teaching early learning in mathematics—qualitative study on student teachers’ experiences with the Storyline approach.
• Berggren, Stein Arnold & Ludvigsen, Ar (2017). Undersøkelse om begynneropplæring.
• Arntzen, Ragnar & Ludvigsen, Ali Reza Yavar (2012). Flerspråklige barn på vei inn i lesekunsten på et andrespråk.
• Arntzen, Ragnar; Hjelde, Arnstein & Ludvigsen, Ali Reza Yavar (2011). Flerspråklige barn på vei inn i skriften.

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