Kaufmann, O. T., Larsson, M., & Ryve, A. (2022). Teachers’ Error-handling Practices Within and Across Lesson Phases in the Mathematics Classroom. International Journal of Science and Mathematics Education, 1-26. https://doi.org/10.1007/s10763-022-10294-2 (Click here for a summary)
Amri, M. & Sert, O. (2022). Establishing Understanding During Student-Initiated Between-Desk Instructions in Project Work. Cambridge Journal of Education. 52(6), 667-689https://doi.org/10.1080/0305764X.2022.2047890
Gynne, A., Larsson, M. & Sert, O. (2022). Digitaliserad reflektion kring lärares agerande i klassrumsinteraktion. I A. Nordin & M. Uljens (red.), Didaktikens språk – om skolundervisningens mål, innehåll och form (s. 171-180). Malmö: Gleerups.
Sert, O. & Amri, M. (2021). Learning Potentials Afforded by a Film in Task-Based Language Classroom Interactions. The Modern Language Journal. 105 (S1), 126-141. DOI: 10.1111/modl.12684.
Gynne, A. (2019). ‘English or Swedish please, no Dari!’–(trans) languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse, 10(3-4), 347-368. https://doi.org/10.1080/19463014.2019.1628791
Mälardalen INteraction & Didactics (MIND) Research Group 