جست‌وجوی استاد و پژوهشگر

Toril Eskeland Rangnesمشاهده پروفایل

دانشیار

• Mathematics Education
• Programming in Mathematics
• Mathematical Argumentation
• +۴ مورد دیگر

Toril Eskeland Rangnes serves as an Associate Professor in Mathematics Education at Østfold University College's Department of Natural Sciences, Practical-Aesthetic, Social and Religious Studies. Her academic work bridges theoretical frameworks with practical classroom applications, focusing on integrating programming and digital tools into mathematics education while addressing multilingual and democratic dimensions of teaching practice. Dr. Rangnes holds a Ph.D. in Mathematics Education from the University of Agder, complemented by a major in Mathematics Education (cand. scient), teacher education with specialization in special education, and completed supervision pedagogy (30 ECTS) for PhD supervision. Her professional journey includes positions as Associate Professor at University of Bergen/Western Norway University of Applied Sciences, University Lecturer at NLA, and primary school teaching experience in Sund municipality. Her research explores programming integration in mathematics education, examining tensions teachers face when implementing computational approaches. She investigates mathematical argumentation through frameworks like Bakhtin's dialogism, analyzing truth, lies, and 'bullshit' in mathematical contexts with special attention to multilingual classrooms. Her work on democratic education in mathematics connects pedagogy with societal values, while her research on mathematical modeling targets elementary education contexts. Current projects include the NFR-funded 'Learning about teaching argumentation for critical mathematics education in multilingual classrooms' (2018-2022) and research on programming's impact on mathematics teaching. As a member of the Didactics in Mathematics, Science and Technology (DiMaNaTe) research group, she contributes to the Digital Society research priority area at Østfold University College. Her scholarly output demonstrates consistent productivity with publications spanning 2023-2025 across international journals and book chapters. She has also served as editor for Tangenten, a journal for mathematics teachers, connecting research with classroom practice.

• Metacognition
• Intuition
• Implicit Learning
• +۵ مورد دیگر

Elisabeth Norman is a Professor in the Department of Social Psychology at the University of Bergen, Norway. She is affiliated with multiple research groups including the Digital Learning Communities, the Research Group on Decision Making, Intuition, Consciousness and Emotions (DICE Group), and the Bergen Laboratory for the Study of Decision, Intuition, Consciousness, and Emotion. Her primary research interests focus on metacognition, intuition, implicit vs. explicit learning, awareness, and the interaction between affective states and cognitive processes. Norman investigates how people learn without awareness, how intuitive feelings relate to unconscious knowledge, and the extent to which strategic control is associated with awareness in cognitive tasks. Her work bridges theoretical cognitive psychology with practical applications in education, clinical settings, and organizational contexts. Norman's recent publications reveal a consistent focus on how metacognitive experiences guide learning and decision making, with increasing attention to digital environments and their impact on cognitive processes. Her research employs diverse methodologies including laboratory experiments, systematic reviews, and web-based studies, often examining how unconscious processes influence conscious judgments and behaviors. She has received attention in Norwegian media for her expertise on intuition and unconscious cognitive processes, appearing on programs like Nyhetsmorgen and contributing to public understanding of psychological phenomena. Norman teaches PSYK208 Affect and Cognition and supervises bachelor's theses in general psychology, demonstrating her commitment to education alongside her research activities. Her collaborations span multiple institutions and disciplines, reflecting the interdisciplinary nature of her work on consciousness and cognition.

• Digital Technology in Creative Processes
• Artificial Intelligence in Art Education
• Programming Pedagogy
• +۳ مورد دیگر

Peter Haakonsen serves as Associate Professor at the Department of Art, Design and Drama within Oslo Metropolitan University's Faculty of Technology, Art and Design. He teaches digital tools and media in the Teacher Education program for Practical and Aesthetic Subjects (Years 1-13) while leading the study program for its first three years from his office at Pilestredet 52, Oslo. His research centers on digital technology integration in creative educational processes, with current emphases on programming pedagogy, makerspace environments, and artificial intelligence applications. Haakonsen investigates how computational tools transform artistic expression and classroom dynamics, particularly through pseudocode modeling for arts education and critical analysis of AI's role in creative development. His interdisciplinary approach bridges technical implementation with aesthetic theory. Analysis of his 2020-2025 publications reveals dominant trends in AI-driven art education (especially text-to-image generation), e-textiles integration, and programming-as-material frameworks. These works consistently examine technology's dual potential as both creative catalyst and developmental challenge, with strong focus on K-12 implementation and teacher training needs. No scientific awards are documented in the provided materials. No graduate student supervision or research grant details appear in the available records. Haakonsen actively participates in the "Design Literacy Education and Society" research group, which examines design's societal impact through educational interventions. This collaborative unit develops practical frameworks for integrating design thinking into community-focused projects while analyzing policy implications for aesthetic education.