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Challenges of translatingCHALLENGES OF TRANSLATING AND ADAPTING THE MKT MEASURES FOR  NORWAYReidar Mosvold and Janne Fauskanger University of Stavanger, Norway1
 
Challenges of translatingAbstractThis paper reports on the process of translating the U.S. measures of MKT into Norwegian. Themain questions addressed in the paper are (a) what challenges were encountered in the process of translating the U.S. measures into Norwegian and adapting them to a Norwegian context? (b)which of these challenges are general, and which appear to be specific to the Norwegian culture?The PISA Technical Report supports the idea of using double translation, and we have useddouble translation with extensive documentation of the changes that were made during thetranslation process. These changes were placed in different categories, and we had to put extraemphasis on issues concerning the translation and adaptation from English to Norwegian.2
 
Challenges of translatingChallenges of Translating and Adapting the MKT Measures for NorwayIn the Learning Mathematics for Teaching (LMT) project, measures were created in order to analyze teachers’ Mathematical Knowledge for Teaching (MKT). In this paper, we presentsome of the challenges involved in our attempt to translate and adapt these measures for use with Norwegian teachers. The measures were originally created for use in a U.S. context, and anumber of differences between the two countries contribute to increasing the difficulty of usingthe U.S. measures in Norway. At this point, we have carried out the translation as well as a pre- pilot study. The main focus of this paper is to address the following research questions:
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What challenges were encountered in the process of translating the MKT measures into Norwegian and adapting them for use in Norway?
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Which of these challenges are of a general nature, and which appear to be specific to the Norwegian culture?We start by presenting the theoretical background for our project, followed by a short presentation of the Norwegian school system. In the methods section, we present the methodsthat were used in the translation process as well as in the pre-pilot. This is followed by a presentation of results and a discussion. Towards the end of the paper we present someconcluding remarks and suggestions for the road ahead.Theoretical backgroundResearch from the last 15 years indicates that “the mathematical knowledge of manyteachers is dismayingly thin” (Ball, Hill, & Bass, 2005, p. 14). When analyzing 700 1
st
and 3
rd
grade teachers (and almost 3000 students), researchers found that the teachers’ knowledge had an3
of 00

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