Teacher Education specific both primary and secondary level:
My primary fields of research are:
Numbers, Arithemtic and Algebra.
Foundation of Geometry.
Introduction to Analysis .
Investigation and development of mathematics teacher knowledge on the use of CAS in the teaching of school algebra : potentials and obstacles for novice and experienced teachers.
A more refined examination of different types of spontaneous orchestrations of CAS by teachers in lower secondary school, with a special focus on school algebra (abstracted arithmetic, equation solving, functions and function modelling).
Investigate new formats to enhance teachers’ autonomous work with such orchestrations, including tools to assess the impact of specific CAS use on student learning.
To identify potentials and obstacles for the idea that CAS-use might serve to introduce students to more advanced mathematical topics and working modes (such as modeling, and simple theoretical reasoning).
Carlsen, L. M. (2015). Combining CAS based teaching with lesson study: A Theoretical paper. Mathematics and Science: The relationships and disconnections between research and education - Papers from a doctoral course at the University of Copenhagen. Achiam, M. & Winsløw, C. (red.). Department of Science Education, University of Copenhagen, Denmark, p. 51 - 60, (IND’s skriftserie nr. 39). ISSN: 1602-2149
Carlsen, L. M. (2015). Analysing student teachers' lesson plans: Mathematical and didactical organisations. In CERME 9-Ninth Congress of the European Society for Research in Mathematics Education. Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. (pp. 2949-2950). hal-01289663
Carlsen, M. L. (2016). A lesson study approach to develop instrumental orchestration for student teachers. Achiam, M., & Winsløw, C. (Eds.). (2016). Educational Design in Math and Science: the Collective Aspect: Peer-reviewed Papers from a Doctoral Course at the University of Copenhagen. Achiam, M. & Winsløw, C. (red.). Department of Science Education, University of Copenhagen, Denmark. IND’s skriftserie nr. 46. ISSN:1602-2149.
Carlsen, L. M. (2017). A study of the development of mathematics student teachers’ knowledge on the implementation of CAS in the teaching of mathematics-a praxeological analysis. Poster session presented at Congress of the European Society for Research in Mathematics Education, Dublin, Irland.
Carlsen, L. M. (2019). What algebraic knowledge may not be learned with CAS-a praxeological analysis of Faroese exam exercises. Educaçao Matemática Pesquissa , 85-99. https://doi.org/10.23925/1983-3156.2019v21i4p085-099
Carlsen, L. M. (2020). Teachers’ Practice and Knowledge on School Algebra with CAS. Doctoral dissertation, Department of Science Education, Faculty of Science, University of Copenhagen.
Born 3 August 1981 in Haslev, Denmark.
Married, two children (born August 2009 and August 2013).