There is a substantial body of knowledge on the importance of language for learning mathematics and the importance of attending to the pupils' strategies in the meaning-making process. In this Norwegian case study, I investigate a skilled teacher's communication while scaffolding 18 pupils' work in Year 2-4 while working in small groups with…

In this case study, the aim was to investigate how primary school teachers in a leading-edge Norwegian primary school use digital technologies to differentiate instruction in order to promote a more inclusive learning environment in academically diverse classrooms. Seven teachers teaching grades 1 and 5 were observed and interviewed to collect…

This study investigates pupils' experiences with learning outside the classroom and discusses how these experiences might contribute to 'deep learning' according to a pragmatist theoretical framework and a situated perspective on knowledge. The data comprise materials from three months of fieldwork with participatory observations and qualitative…

The purpose of this study was to explore how first-grade teachers respond to pupils in emotional distress within the framework of co-regulation. Co-regulation in this context refers to an adult-child interactive process that supports children in learning to regulate their emotions. We conducted focus group interviews at four primary schools in…

This article investigates how 9-13 years old pupils interpret activities involving the use of tablets in two Norwegian primary schools. The theoretical context draws on Goffman's frame analysis and on research on young people's digital literacy practices as socially situated meaning-making practices. Data was gathered through group interviews. The…

There is a substantial body of knowledge on the importance of language for learning in general, and for learning mathematics in particular. Hence, language skills and collaborative learning are emphasised in the Norwegian curriculum. Even so, we have few studies on what supports and what impedes mathematical progress in authentic learning…

Schools in Norway are supposed to meet the ideals connected to inclusive education. The most common definition of inclusive education in Norway is multiple-oriented, meaning that inclusive education is a product of a variety of values, processes and experiences. Learning environment is a particularly central element in inclusive education. The…