Vitenskapelig litteraturgjennomgang

• Celester Ssali; Marjorie Sarah Kabuye Batiibwe; Bettina Dahl et al. (2025). Problem-based learning in secondary school mathematics: a review. (ekstern lenke)

Vitenskapelig artikkel

• Bettina Dahl; Guttorm Alendal; Eunice Mureithi et al. (2025). Mathematics for Sustainable Development (MATH4SDG): A Capacity Building Project in Uganda and Tanzania. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl Søndergaard (2018). Medrivende dialog som fransk fletning. (ekstern lenke)
• Honorata Kihaga; Bettina Dahl; Septimi Kitta et al. (2025). Strategies for teaching and assessing students in large mathematics classes in secondary schools in Tanzania: A systematic review. (ekstern lenke)
• Bettina Dahl (2021). Udvikling af elevers matematiske forståelse gennem helklassediskussion. (ekstern lenke)
• Ismael Gaanya; Marjorie Sarah Kabuye Batiibwe; Bettina Dahl et al. (2025). Mathematics for sustainable development implementation at secondary school level: A scoping review. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2023). Discussion about the role of teacher authority when making a transition into creative problem-solving in mathematics. (ekstern lenke)

Vitenskapelig bokkapittel

• Mette Susanne Andresen; Bettina Dahl Søndergaard (2018). CLASSROOM DIALOGUE AS A FRENCH BRAID: A CASE STUDY FROM TRIGONOMETRY. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl Søndergaard (2023). The influence of an internship in South Africa on Norwegian preservice mathematics teachers' development of a professional identity. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2020). Orchestrating both student authority and accountability to the discipline when guiding students presenting a proof. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2022). The ”Project Forum” as a learning community for mathematics teacher educators in Denmark. (ekstern lenke)

Konferanseforedrag

• Mette Susanne Andresen; Bettina Dahl (2021). The apparent discrepancy between creativity and authority: A case from mathematics education. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2021). Orchestrating both Student Authority and Accountability to the Discipline when Guiding Students Presenting a Proof. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2021). The Project Forum model as a learning community for mathematics teacher educators in Denmark. (ekstern lenke)
• Mette Susanne Andresen; Bettina Dahl (2018). Classroom Dialogue as a French Braid: A Case Study from Trigonometry. (ekstern lenke)

Konferanseabstrakt

• Mette Susanne Andresen; Bettina Dahl (2021). The apparent discrepancy between creativity and authority: A case from mathematics education. (ekstern lenke)

Se en full oversikt over publikasjoner i Cristin

All publications (google scholar): scholar.google.dk/citations?user=4PiXAf0AAAAJ

MATH4SDG (Mathematics for Sustainable Development), Co-PI: https://math4sdg.w.uib.no/