Eyvind Martol Briseid

Eyvind Martol Briseid is an Associate Professor at the Department of Primary and Vocational Teacher Education, Faculty of Teacher Education and International Studies, Oslo Metropolitan University (OsloMet). His work bridges mathematical logic and mathematics education, with a focus on task design, proof, and argumentation in teaching. He is actively involved in research groups on task design in mathematics teaching and mathematics didactics.

His research interests span Mathematical Logic, Nonstandard Analysis, Fixed Point Theory, and Mathematics Education. He investigates foundational aspects of mathematics, such as the limits of provability and rates of convergence, while also applying logical insights to pedagogical contexts. His work on task design emphasizes cognitive engagement, reasoning, and the integration of reading in mathematics.

The recent publications reflect a dual trajectory: one in pure mathematics, particularly in logic and analysis, and another in educational research, especially on teacher training, proof, and curriculum. Trends include extracting computational content from proofs, functional interpretations in nonstandard arithmetic, and situational interest in word problems among prospective teachers. His interdisciplinary approach connects deep theoretical work with practical classroom applications.

Scientific Awards:

• No awards listed in the provided text.

Briseid advises on teacher education and curriculum development, particularly in mathematics. He has contributed to projects on reading in mathematics and guided schools in cross-curricular teaching. He has not listed formal PhD or master’s students in the provided materials. His research has been supported through institutional affiliations and collaborative projects, such as those under "Ungdomstrinn i utvikling."

He is a member of research groups focused on Task design in mathematics teaching and Mathematics didactics: proof and argumentation. These groups engage in seminars, dissemination, and collaborative research with institutions like NTNU and the University of Agder. His work involves both theoretical development and practical implementation in teacher training and school development.