Guri Nortvedt

Guri Nortvedt is a Professor in the Department of Teacher Education and School Research at the University of Oslo's Faculty of Educational Sciences. Her academic work focuses on mathematics education with particular emphasis on assessment practices, mathematical competence development, and addressing learning challenges in mathematics education.

• Department of Teacher Education and School Research
• Faculty of Educational Sciences
• University of Oslo
• Email: guri.nortvedt@ils.uio.no

Professor Nortvedt's research spans multiple critical areas in mathematics education, with special attention to how language and mathematics intersect in learning processes. Her work addresses fundamental questions about mathematical competence, particularly examining how students develop numeracy skills and how educators can effectively assess and support this development. She has made significant contributions to understanding mathematics learning difficulties, especially among students at risk of falling behind. Her research also explores gender issues in mathematics performance and how cultural background influences mathematics learning and assessment.

Her publication record reveals a strong focus on large-scale educational assessment, particularly Norway's engagement with international assessments like PISA. She has examined how these assessments influence national educational policy and classroom practice. A recurring theme in her recent work is culturally responsive assessment, investigating how assessment practices can be adapted to serve diverse student populations, including migrant students and those from linguistically diverse backgrounds.

Professor Nortvedt's work demonstrates consistent concern with educational equity in mathematics learning. Her research on national testing programs in Norway shows how assessment data can be used formatively to improve teaching and learning rather than merely for accountability purposes. She has examined how teachers develop assessment literacy, particularly in diverse classrooms, and how instructional quality can be measured and improved through observation tools like TEDS-instruct.

Her research group involvement includes the Large-scale Educational Assessment (LEA) group, and she has led projects related to mapping tests in mathematics, national mathematics exams, and problem-solving approaches using vertical boards. These projects reflect her commitment to translating research into practical classroom applications while maintaining rigorous methodological standards.