A selection of research publications with a focus on journal articles.
Eriksson, K, Helenius, O., & Ryve, A. (2018). Using TIMSS items to evaluate the effectiveness of different instructional practices. Instructional Science.
Van Steenbrugge, H. & Ryve, A. (2018). Developing a reform mathematics curriculum program in Sweden: relating international research and the local context.ZDM (2018) 50:801–812.
Van Steenbrugge, H., Larsson, M., Insulander, E., & Ryve, A. (2018). Curriculum support for teachers’ negotiation of meaning: A collective perspective. In Fan L., Trouche L., Qi C., Rezat S., & Visnovska J. (Eds.), Research on Mathematics Textbooks and Teachers’ Resources. ICME-13 Monographs (pp. 167-191). Cham: Springer.
Brehmer, D., Ryve, A., & Van Steenbrugge, H. (2016). Problem solving in Swedish mathematics textbooks for upper secondary school. Scandinavian Journal of Educational Research 60(6), 577-593.
Hemmi, K., & Ryve, A. (2015). The culture of the mathematics classroom during the first school years in Finland and Sweden. In B. Perry, A. MacDonald and A. Gervasoni (Eds). Mathematics and Transition to School - International Perspectives (pp. 185-198). Singapore: Springer.
Hemmi, K., & Ryve, A. (2014). Effective mathematics teaching in Finnish and Swedish teacher education discourses. Journal of Mathematics Teacher Education. 10.1007/s10857-014-9293-4
Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014). Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of Calculus. Research in Mathematics Education, 16, 182-198.
Andrews, P., Ryve, A., Hemmi, K., & Sayers, J. (2014). PISA, TIMSS and Finnish mathematics teaching: An enigma in search of an explanation. Educational Studies in Mathematics, 87, 7-26.
Nilsson, P. & Ryve, A. (2014). The nature and role of common ground in the learning of mathematics in small-group discussions. Scandinavian Journal of Educational Research, 58, 609-623.
Ryve, A., Larsson, M., & Nilsson, P. (2013). Analyzing content and participation in classroom discourse: Dimensions of variation, mediating tools, and teacher knowledge. Scandinavian Journal of Educational Research, 57, 101-114.
Ryve, A., Nilsson, P., & Pettersson, K. (2013). Analyzing effective communication in mathematics group work: the role of visual mediators and technical terms. Educational Studies in Mathematics, 82, 497-514.
Ryve, A., Hemmi, K., & Börjesson, M. (2013). Discourses about school-based mathematics teacher education in Finland and Sweden. Scandinavian Journal of Educational Research, 57, 132-147.
Larsson, M., & Ryve, A. (2012). Balancing on the edge of competency-oriented versus procedural-oriented practices: Orchestrating whole-class discussions of complex mathematical problems. Mathematics Education Research Journal, 42, 447-465.
Ryve, A., Nilsson, P., & Mason, J. (2012). Establishing mathematics for teaching within classroom interactions in teacher education. Educational Studies in Mathematics, 81, 1-14.
Ryve, A. (2011). Discourse research in mathematics education: A critical evaluation of 108 journal articles. Journal for Research in Mathematics Education, 42 (2), 167-198.
Ryve, A., Wistedt, I., & Scheja, M. (2010). Contextualizing mathematical learning. In B. Sriraman (Ed.) The First Sourcebook of Nordic Research in Mathematics Education (pp. 319-332). Charlotte, NC: Information Age Publishing.
Nilsson, P., & Ryve, A. (2010). Focal event, contextualization, and effective communication in the mathematics classroom. Educational Studies in Mathematics, 74, 241-258.
Ryve, A. (2008). Analyzing mathematical classroom discourse. Initiating elaborations on the usefulness of the dialogical approach. Nordic Studies in Mathematics Education, 13, 7-30
Ryve, A. (2007). What is actually discussed in problem-solving courses for prospective teachers? Journal of Mathematics Teacher Education, 10, 43-61.
Ryve, A. (2006). Making explicit the analysis of students’ mathematical discourses - Revisiting a newly developed methodological framework. Educational Studies in Mathematics, 62, 191–209.
Ryve, A. (2004). Can collaborative concept mapping create mathematically productive discourses? Educational Studies in Mathematics, 56, 157–177.