Odd Tore Kaufmann

• Stigberg, Henrik; Stigberg, Susanne Koch; Maugesten, Marianne & Kaufmann, Odd Tore (2023). Teachers' critical reflections on digital fabrication for making manipulatives to support mathematical thinking. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. s. 2804–2811.
• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives – preservice teachers’ professional mathematical identities. I Drijvers, Paul; Csapodi, Csaba; Palmer, Hanna; Gosztonyi, Katalin & Kónya, Eszter (Red.), Proceedings of the thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). European Society for Research in Mathematics Education. ISSN 978-963-7031-04-5. s. 3427–3434.
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2023). The professional identities of prospective mathematics teachers who teach through programming. Journal of Mathematics Teacher Education. ISSN 1386-4416. doi: 10.1007/s10857-023-09594-3. Fulltekst i vitenarkiv Vis sammendrag

  As has been the case in many countries around the world, the new Norwegian curriculum from 2020 included programming as part of mathematics education. However, little is known about how prospective teachers perceive this addition in regard to their developing professional identities. When the results from an electronic survey of 394 prospective teachers showed unexpected findings, five of the subjects were asked to participate in a focus group interview in order to explore some of these results. The focus group interview was conducted to understand how prospective teachers considered the past, present and future aspects of their professional identities as teachers of mathematics through programming. The results reveal that, although the prospective teachers had little experience of programming, they were positive regarding its implementation in mathematics lessons because they identified themselves as digital natives; they therefore believed that learning to program would be easy. They aligned themselves with their students, as masters of technology, in contrast to their future colleagues, whom they implicitly described as digital immigrants. The findings of this study have implications for teacher education. Even if the prospective teachers have a positive attitude toward programming and consider themselves digitally competent, a limited understanding of how programming can be integrated into their mathematics teaching will affect the identities that they see for themselves as teachers who teach mathematics through programming.

• Kaufmann, Odd Tore & Stenseth, Børre (2023). Programmering som del av matematikkfaget. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 107(2), s. 109–123. doi: 10.18261/npt.107.2.2.
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Views of pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics. I Weigand, Hans-Georg; Donevska-Todorova, Ana; Faggiano, Elonora; Iannone, Paula; Medová, Janka; Tabach, Michal & Turgut, Melih (Red.), Proceedings of the 13th ERME Topic Conference (ETC13) on Mathematics Education in Digital Age 3 (MEDA3), 7-9 September 2022 in Nitra, Slovakia. European Society for Research in Mathematics Education. ISSN 978-80-558-1912-9. s. 200–207.
• Kaufmann, Odd Tore & Ryve, Andreas (2022). Transition between discourses – portraying teaching practices in collegial discussions. Nordisk matematikkdidaktikk. ISSN 1104-2176. 27(4), s. 25–46.
• Kaufmann, Odd Tore & Maugesten, Marianne (2022). ”I do not know much about programming, but I think that it is good for mathematics”: views of student teachers in Norway on integrating programming into mathematics education. I Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Red.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education . Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 978-91-984024-6-9. s. 113–120.
• Kaufmann, Odd Tore; Stenseth, Børre; Berggren, Stein Arnold & Forsström, Sanna Erika (2022). ”Where is my angle?” – students cooperating to make a square. I Nortvedt, Guri A.; Buchholtz, Nils; Fauskanger, Janne; Hähkiöniemi, Markus; Jessen, Britta Eyrich; Nilsen, Hans Kristian; Naalsund, Margrethe; Pálsdóttir, Guðbjörg; Portaankorva-Koivisto, Päivi; Radišić, Jelena; Sigurjónsson, Jóhann Örn; Viirman, Olov Lui & Wernberg, Anna (Red.), Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education . Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 978-91-984024-6-9. s. 121–128.
• Matta, Corrado; Kaufmann, Odd Tore & Ryve, Andreas (2022). Automatized visualization methods for the qualitative analysis of teachers' collegial discussions. New Trends in Qualitative Research (NTQR). ISSN 2184-7770. 11, s. 1–15. doi: 10.36367/ntqr.11.2022.e530.
• Kaufmann, Odd Tore (2022). These tasks are very good but inappropriate for my students. I Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica & Ferretti, Federica (Red.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). European Society for Research in Mathematics Education. ISSN 979-1-22-102537-8. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Ryve, Andreas (2022). Teachers’ framing of students’ difficulties in mathematics learning in collegial discussions. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2022.2115134. Fulltekst i vitenarkiv
• Stigberg, Henrik; Hadjerrouit, Said; Kaufmann, Odd Tore & Marentakis, Georgios (2022). Analysing tensions faced by pre-service mathematics teachers engaging in digital fabrication. I Fernandez, C.; Llinares, S.; Gutierrez, A. & Planas, N. (Red.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (PME 45). Universidad de Alicante. ISSN 978-84-1302-178-2. s. 4-51–4-58. Fulltekst i vitenarkiv Vis sammendrag

  This article analyses tensions pre-service teachers faced during the last workshop of participation in a series of professional development workshops on digital fabrication for creating manipulatives for mathematics education. Using the concept of community of practice and the notion of tension as a theoretical framework and a qualitative research design including video recording with 5 pre-service teachers, we identified three tension categories: technological, pedagogical, and workshop design. The results indicate that tensions are often caused by conflictual decisions between the workshop designers’ and students’ objectives as well as difficulties in digital fabrication and its application in teaching mathematics.

• Kaufmann, Odd Tore; Larsson, Maria & Ryve, Andreas (2022). Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education. ISSN 1571-0068. doi: 10.1007/s10763-022-10294-2. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore & Stenseth, Børre (2020). Programming in mathematics education. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. doi: 10.1080/0020739X.2020.1736349.
• Kaufmann, Odd Tore & Ryve, Andreas (2019). Construction of teachers’ roles in collegial discussions. I Jankvist, Uffe Thomas; Van den Heuvel-Panhuizen, Marja & Veldhuis, Michiel (Red.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. European Society for Research in Mathematics Education. ISSN 978-90-73346-75-8. s. 3408–3415. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2019). Students´ reasoning on multiplication in the context of a primary school classroom . REDIMAT - Journal of Research in Mathematics Education. ISSN 2014-3621. 8(1), s. 6–29. doi: 10.17583/redimat.2019.2822. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore (2018). Tensions for primary school pupils when working with multiplication tools. Learning, Culture and Social Interaction. ISSN 2210-6561. doi: 10.1016/j.lcsi.2018.11.001.
• Kaufmann, Odd Tore (2018). Teachers' attention to student thinking, mathematical content and teachers' role in a professional learning community. I Norén, Eva; Palmer, Hanna & Cooke, Audrey (Red.), Nordic Research in Mathematics Education. Papers of NORMA 17. The Eight Nordic Conference on Mathematics Education. Stockholm, May 30 - June 2, 2017. Svensk förening för MatematikDidaktisk Forskning - SMDF. ISSN 978-91-984024-1-4. s. 259–268. Fulltekst i vitenarkiv
• Forsström, Sanna Erika & Kaufmann, Odd Tore (2018). A Literature Review Exploring the use of Programming in Mathematics Education . International Journal of Learning, Teaching and Educational Research (ILJTER). ISSN 1694-2493. 17(12), s. 18–32. doi: 10.26803/ijlter.17.12.2. Fulltekst i vitenarkiv
• Kaufmann, Odd Tore; Stenseth, Børre & Holone, Harald (2018). Programmering i matematikkundervisningen. I Norstein, Anne & Haara, Frode Olav (Red.), Matematikkundervisning i en digital verden. Cappelen Damm Akademisk. ISSN 978-82-02-55521-4. s. 73–96.
• Kaufmann, Odd Tore (2018). The problem of distinguishing multiplicative from additive reasoning in primary school classroom context. European Journal of Science and Mathematics Education. ISSN 2301-251X. 6(3), s. 100–112. doi: 10.17583/redimat.2019.2822. Fulltekst i vitenarkiv
• Hofmann, Andrea & Kaufmann, Odd Tore (2014). Geometri. I Gustavsen, Trond Stølen; Hinna, Kristin Ran Choi; Borge, Inger Christin & Andersen, Peer Sverre (Red.), QED 1-7: Matematikk for grunnskolelærerutdanningen: Bind 2. Cappelen Damm Akademisk. ISSN 978-82-02-42092-5. s. 159–378.
• Kaufmann, Odd Tore (2002). Symmetri i skolegeometrien. ?. 13(2), s. 9–13.

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• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Lærerveiledning 5A. Fagbokforlaget. ISBN 9788211016768. 249 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Oppgavebok 5A. Fagbokforlaget. ISBN 978-82-11-01791-8. 80 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 978-82-11-01671-3. 144 s.
• Erfjord, Ingvald; Hundeland, Per Sigurd; Kaufmann, Odd Tore & Onsrud, Gina (2013). Matte overalt - Grunnbok 5A. Fagbokforlaget. ISBN 9788211016720. 144 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4B - Grunnbok. Fagbokforlaget. ISBN 978-82-11-01787-1. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4B - Grunnbok. Fagbokforlaget. ISBN 978-82-11-01777-2. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Lærerveiledning. Det Norske Samlaget. ISBN 9788252179200. 150 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4 Arbeidsbok. Fagbokforlaget. ISBN 9788211017697. 144 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4 Arbeidsbok. Fagbokforlaget. ISBN 9788211017680. 144 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Grunnbok. Det Norske Samlaget. ISBN 978-82-521-7915-6. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 4A: Grunnbok. Det Norske Samlaget. ISBN 978-82-521-7916-3. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 3B lærarrettleiing. Det Norske Samlaget. ISBN 9788252179132. 159 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2012). Matte overalt 3B lærerveiledning. Det Norske Samlaget. ISBN 9788252179149. 159 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3B grunnbok. Det Norske Samlaget. ISBN 9788252179118. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3B grunnbok. Det Norske Samlaget. ISBN 9788252179125. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Lærerveiledning. Det Norske Samlaget. ISBN 9788252179019. 162 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Lærarrettleiing. Det Norske Samlaget. ISBN 9788252179002. 162 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Grunnbok. Det Norske Samlaget. ISBN 9788252178975. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3A : Grunnbok. Det Norske Samlaget. ISBN 9788252178968. 128 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3 : Arbeidsbok. Det Norske Samlaget. ISBN 9788252178982. 144 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2011). Matte overalt 3 : arbeidsbok. Det Norske Samlaget. ISBN 9788252178999. 144 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252177831. 151 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B Læreveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252177848. 151 s.
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2010). Matte overalt. Det Norske Samlaget. ISBN 9788252177824. Vis sammendrag

  Nettsted for læreverket Matte Overalt. Nettstedet omfatter blant annet oppgaver, ressursverktøy og mange nedlastbare filer i regneark og Geogebra.

• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252177824. 120 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2B grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252177817. 120 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A Læreveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176483. 150 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Arbeidsbok : Nynorsk. Det Norske Samlaget. ISBN 9788252177442. 143 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252176353. 117 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Arbeidsbok : Bokmål. Det Norske Samlaget. ISBN 9788252177442. 143 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252176360. 117 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2A Læreveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176483. 150 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 arbeidsbok : bokmål. Det Norske Samlaget. ISBN 9788252176261. 138 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 2 Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252176476. 150 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 arbeidsbok : nynorsk. Det Norske Samlaget. ISBN 9788252176254. 138 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 Lærarrettleiing : Nynorsk. Det Norske Samlaget. ISBN 9788252176230. 152 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 grunnbok : nynorsk. Det Norske Samlaget. ISBN 9788252176216. 105 s.
• Olafsen, Audun Rojahn; Kaufmann, Odd Tore & Rikheim, Kari (2010). Matte overalt 1 Grunnbok : bokmål. Det Norske Samlaget. ISBN 9788252176223. 105 s.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Matte overalt 1 Lærerveiledning : Bokmål. Det Norske Samlaget. ISBN 9788252176247. 152 s.

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• Stenseth, Børre & Kaufmann, Odd Tore (2023). Algoritmer. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 13–16.
• Maugesten, Marianne; Kaufmann, Odd Tore & Meaney, Tamsin Jillian (2023). We are digital natives - preservice teachers' professional mathematical identities.
• Kaufmann, Odd Tore (2022). These tasks are very good but inappropriate for my students.
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Views of Pre-service teachers in Norway on the value of programming in teaching mathematical and pedagogical topics.
• Kaufmann, Odd Tore; Stenseth, Børre & Forsström, Sanna Erika (2022). Programmering i matematikkundervisningen, QED1-7 Matematikk for grunnskolelærerutdanningen, Bind 1, 2. utgave. Cappelen Damm Akademisk. ISSN 978-82-02-49188-8. s. 545–617.
• Kaufmann, Odd Tore; Maugesten, Marianne & Meaney, Tamsin Jillian (2022). Preservice teachers’ views on programming as part of their professional identity as mathematics teachers.
• Larsen, Hanne & Kaufmann, Odd Tore (2022). Matte-forskere advarer mot talentsentre. [Radio]. NRK.
• Kaufmann, Odd Tore; Stenseth, Børre; Berggren, Stein Arnold & Forsström, Sanna Erika (2021). Whats my angle? Students cooperating to make a square. .
• Kaufmann, Odd Tore & Maugesten, Marianne (2021). I Don't know much about programming - but I think it's good for mathematics.
• Bjørkeng, Per Kristian & Kaufmann, Odd Tore (2020). Nesten ingen lærere kan faget de nå skal lære bort. [Avis]. Aftenposten.
• Kaufmann, Odd Tore (2020). Programming in mathematics education.
• NRK, nyhetsjournalist & Kaufmann, Odd Tore (2020). Programmering i skolen.
• Kaufmann, Odd Tore & Stenseth, Børre (2020). Programmering vil bli en utfordring for lærere. [Fagblad]. Forskning.no.
• Meaney, Tamsin Jillian; Kristensen, Bodil Stakkestad; Kaufmann, Odd Tore; Maugesten, Marianne; Huru, Hilja Lisa & Kvivesen, Mona (2019). Digitale verktøy er bra for tilpasset opplæring (men kanskje ikke så bra for å lære matematikk).
• Kaufmann, Odd Tore & Maugesten, Marianne (2019). Jeg vet ikke nok om programmering(men jeg tror det er viktig for matematikkundervisningen).
• Kaufmann, Odd Tore; Grinderud, Kristine Charlotte & Forsström, Sanna Erika (2019). Integrating programming in mathematics education .
• Stenseth, Børre; Kaufmann, Odd Tore & Forsström, Sanna Erika (2019). Programmering og matematikk. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 7–12.
• Kaufmann, Odd Tore & Ryve, Andreas (2019). Construction of teachers’ role in collegial discussions.
• Kaufmann, Odd Tore (2018). How do students encounter and reason about multiplication in primary school classroom context? .
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2018). Å gjøre feil er en av de beste måtene å lære matematikk på. Vis sammendrag

  Mange elever i grunnskolen er nervøse og forsøker unngå matematikkoppgaver på skolen i frykt for å gjøre feil. De mister raskt motivasjonen for faget. Disse elevene tar med seg en uvane i skolen og senere i livet, fordi de ender opp med å unngå det vanskeligste arbeidet. Fra dagliglivet vet vi at for eksempel suksessfulle grundere gjør flere feil, og lærer av sine feil. Også fra idretten hører vi ofte av de beste at de har lært av sine feil. Å gjøre feil er en av de mest nyttige måtene å lære i matematikk på. Hjernene våre utvikler seg når vi gjør en feil og tenker på feilen. I denne verkstedpresentasjonen blir det først en kort presentasjon av hvordan lærere behandler feil i klasserommet. Deretter ser vi konkret på hvordan lærere kan behandle feil i klasserommet. Videre blir det arbeid med konkrete aktiviteter og oppgaver som kan være med på å ufarliggjøre feil som elevene gjør, og at elevene lærere av feil de gjør i arbeidet med oppgaven. Verkstedet avsluttes med en diskusjon om hvordan lærere kan møte feil i klasserommet.

• Kaufmann, Odd Tore (2018). The “divergence” between research on the use of programming in school and what happens in many national curriculums.
• Kaufmann, Odd Tore & Olafsen, Audun Rojahn (2018). Intervju med lærere. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. s. 31–34.
• Kaufmann, Odd Tore (2017). Teachers’ attention to student thinking, mathematical content, teachers’ role and lesson management in a professional learning community.
• Kaufmann, Odd Tore; Bostrøm, Edgar & Berntsen, Kristina Rakneberg (2016). Programmering i matematikkundervisningen.
• Lilleby, Thomas; Holone, Harald & Kaufmann, Odd Tore (2015). Programmering i klasserommet. [Avis]. Halden Arbeiderblad.
• Kaufmann, Odd Tore (2012). Dei grunnleggjande ferdigheitene i "Matte overalt".
• Kaufmann, Odd Tore (2011). Regneartene overalt - tidlig med ikke vågalt.
• Kaufmann, Odd Tore (2011). Realfag i Fredrikstadskolen: Har lærerne didaktisk kompetanse? Hvordan kan de bruke den for å fremme resultatene i skolene?
• Kaufmann, Odd Tore (2011). Symposium: Klasseromsforskning.
• Kaufmann, Odd Tore (2010). Blir elevene flinke til å multiplisere ved å pugge gangetabellen? Matematikk - nå snakker vi. Sommerkursrapport 2010. NTNU-trykk. ISSN 9788291999234. s. 75–80.
• Kaufmann, Odd Tore (2010). Bruk av konkreter. Tangenten - Tidsskrift for matematikkundervisning. ISSN 0802-8192. 21(1), s. 23–26.
• Kaufmann, Odd Tore (2010). Elevers forståelse av multiplikasjon.
• Kaufmann, Odd Tore; Olafsen, Audun Rojahn & Rikheim, Kari (2010). Nytt på nytt med matematikk. Vis sammendrag

  Foredrag ved østlandske lærestevne

• Kaufmann, Odd Tore (2009). Elevers første møte med multiplikasjon på småskoletrinnet. Vis sammendrag

  Målet er å dokumentere hvordan elever lærer seg multiplikasjon når de starter med dette på skolen. Det vil være et fokus på elevers forståelse av multiplikasjon og hvordan de lærer å resonnere omkring ulike aspekter ved multiplikasjon. Forskningsspørsmålet er: Hvordan møter og approprierer elevene multiplikasjon på småskoletrinnet. (Hvordan presenteres multiplikasjon. Hvilke artefakter brukes. Hva slags type motstand er det i de diskursive og fysiske redskap. Hvilke steg kan beskrives i denne prosessen.)

• Kaufmann, Odd Tore (2009). Multiplication in primary school. Vis sammendrag

  The aim of the present study is to give theoretical and empirical contributions to the description of pupils' process of learning to master multiplication when first encountering it in school. The study will focus on pupils' comprehension of multiplication and how they learn to reason around various aspects of multiplication. In this work the focus is on socio-cultural perspectives on learning. Sherin and Fuson (2005) review research on student knowledge on multiplication and divides this into four categories. Much of this research is based on cognitive interviews or individual work on tests in multiplication, little research is conducted within a sociocultural perspective.

• Kaufmann, Odd Tore (2010). Elevenes første møte med multiplikasjon på småskoletrinnet. En sosiokulturell tilnærming til appropriering av multiplikasjon i klasserommet. Universitetet i Agder. ISSN 9788271176723.

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