James Gray

Vitenskapelige publikasjoner

Gray, James ; Kleve, Bodil (2022). Mathematical knowledge for teaching: challenges and potential in the case of geometrical patterns. Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica; Ferretti, Federica (Red.). Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). s. 1-8. European Society for Research in Mathematics Education.

Eriksen, Elisabeta Iuliana ; Solomon, Yvette; Bjerke, Annette Hessen ; Gray, James ; Kleve, Bodil (2022). Making decisions about attainment grouping in mathematics: teacher agency and autonomy in Norway. Research Papers in Education.
https://doi.org/10.1080/02671522.2022.2135014

Gray, James ; Solem, Ida Heiberg ; Bjerke, Annette Hessen (2022). Appropriation: The role of progressing and focusing actions. Hodgen, Jeremy; Geraniou, Eirini; Bolondi, Giorgio; Feretti, Federica; Ferretti, Federica (Red.). Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12). s. 1-8. European Society for Research in Mathematics Education.

Gray, James ; Martinussen, Geir (2019). Studenters tidsbruk – grunnskolelærerutdanning 1. til 7. trinn. UNIPED. Vol. 42.
https://doi.org/10.18261/issn.1893-8981-2019-02-04

Gray, James ; Lindstrøm, Christine (2019). Five Tips for Integrating Khan Academy in Your Course. The Physics Teacher. Vol. 57.
https://doi.org/10.1119/1.5124284

Lindstrøm, Christine; Gray, James (2017). Pre-service teachers' experience with Khan Academy in introductory physics. Physics Education Research Conference Proceedings.
https://doi.org/10.1119/perc.2017.pr.057

Gray, James ; Lindstrøm, Christine; Vestli, Kristian (2017). Khan Academy as a resource for pre-service teachers: a controlled study. Dooley, Thérèse; Gueudet, Ghislaine (Red.). Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). s. 2571-2578. European Society for Research in Mathematics Education.
https://doi.org/10.1119/perc.2017.pr.057

Gray, James ; Ånestad, Gerd (2016). Aspekter ved brøk i en nasjonal prøve. Hovik, Ellen Konstanse; Kleve, Bodil (Red.). Undervisningskunnskap i matematikk. s. 61-77. Cappelen Damm Akademisk.

Fagbøker⁄lærebøker

Martinussen, Geir ; Gray, James (2016). Oppgavesamling i matematikk - Grunnskolelærerutdanning 1-7. ISBN: 978-82-93208-98-3. 38 s. Høgskolen i Oslo og Akershus.

Formidling

Gray, James ; Holmedal, Sigrun (2023). PISA: Skolen trenger ikke et nytt «matte-sjokk». Khrono.no.

Gray, James ; Kleve, Bodil (2022). Mathematical knowledge for teaching: challenges and potential in the case of geometrical patterns. CERME12. ERME.

Gray, James ; Solem, Ida Heiberg ; Bjerke, Annette Hessen (2022). Appropriation: The role of progressing and focusing actions. CERME12. EMRE.

Foyn, Trine ; Gray, James (2022). 'The good lesson' - a paper in process. Conference: Mathematics in Indigenous and Migrational Contexts. UiT Norges Arktiske Universitet/ USN Universitetet i Sørøst-Norge.

Solomon, Yvette; Eriksen, Elisabeta ; Gray, James ; Bjerke, Annette Hessen (2021). Grouping practices in Norway: mathematics teacher autonomy and agency. Personalseminar GFU, LUI. Dept. of Primary and Secondary Teacher Education, OsloMet.

Solomon, Yvette; Eriksen, Elisabeta ; Gray, James ; Bjerke, Annette Hessen (2021). Grouping practices in Norway: mathematics teacher autonomy and agency. UCL Student Grouping Symposium. Student Grouping Symposium. University College London.

Gray, James ; Kleve, Bodil ; Tellefsen, Helga Kufaas (2019). Students’ expected engagement with algebra based on an analysis of exams in Norway from 1995 till 2018. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11).

Martinussen, Geir ; Gray, James (2018). Jobber lærerstudenter for lite?. Utdanning.

Gray, James (2017). Implikasjon og kontrapositiv.

Gray, James (2017). To bevis.