English version of this page

Knut Martin Mørken

Prodekan utdanning, professor

E-post knutm@math.uio.no

Mobiltelefon +47 91 69 38 59

Rom Fysikk Ø266 Dekanat

Brukernavn

Besøksadresse Sem Sælands vei 24 Fysikkbygningen 0371 OSLO

Postadresse Postboks 1032 Blindern 0315 OSLO

Pressebilde Last ned visittkort

Prodekan utdanning

Jeg har vært visedekan for utdanning, eller studiedekan, siden mars 2019. Før dette hadde jeg fra 2012 en 50% prosjektstilling ved fakultetet som leder for arbeidet med utdanningsutvikling gjennom prosjektet «InterAct». Dette var en naturlig fortsettelse av mitt mangeårige engasjement med å integrere beregninger i våre bachelorutdanninger, sammen med kolleger, det såkalte CSE-prosjektet. Dette prosjektet fikk i 2016 status som et nasjonalt senter for fremragende utdanning, Centre for Computing in Science Education (CCSE).

Faglige interesser

Min hovedinteresse er konstruktiv approksimasjonsteori, særlig utvikling og analyse av beregningsalgoritmer for funksjoner, kurver, flater og volumer. Jeg spesielt interessert i alle aspekter av spline funksjoner.

De siste årene har jeg også brukt mye tid på innføring av et helhetlig beregningsperspektiv i grunnundervisningen i de matematikktunge realfagene. Dette involverer samarbeid med kolleger på tvers av tradisjonelle faggrenser og er organisert i det som opprinnelig het CSE-prosjektet (Computers in Science Education), og som nå er kjent som CCSE – Centre for Computing in Science Education. CCSE har status som Senter for fremragende utdanning (SFU), en prestisjeordning for utdanning som forvaltes av Direktoratet for internasjonalisering og kvalitetsutvikling i høyere utdanning (DIKU).

Undervisning

Emneord: Splines, B-splines, beregninger, numerisk analyse, wavelets

Lyche, Tom; Mørken, Knut Martin & Reif, Ulrich (2023). On the condition of cubic B-splines. Journal of Approximation Theory. ISSN 0021-9045. 289. doi: 10.1016/j.jat.2023.105883. Fulltekst i vitenarkiv
Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Students’ Development of a Logarithm Function in Python Using Taylor Expansions: a Teaching Design Case Study. Digital Experiences in Mathematics Education. ISSN 2199-3246. doi: 10.1007/s40751-022-00104-3. Fulltekst i vitenarkiv Vis sammendrag
We present here the lessons learned by iteratively designing a tutorial for first-year university students using computer programming to work with mathematical models. Alternating between design and implementation, we used video-taped task interviews and classroom observations to ensure that the design promoted student understanding. The final version of the tutorial we present here has students make their own logarithm function from scratch, using Taylor polynomials. To ensure that the resulting function is accurate and reasonably fast, the students had to understand and apply concepts both from computing and from mathematics. We identify three categories of such concepts and identify three design features that students attended to when demonstrating such understanding. Additionally, we describe four important take-aways from a teaching design point of view that resulted from this iterative design process.
Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Three cases that demonstrate how students connect the domains of mathematics and computing. Journal of Mathematical Behavior. ISSN 0732-3123. 67. doi: 10.1016/j.jmathb.2022.100955. Fulltekst i vitenarkiv Vis sammendrag
This study uses actor-oriented transfer perspective to investigate different ways in which students make connections across the domains of mathematics and computing. We interview first-year students at the University of Oslo as they work with a set of tutorials that we designed to integrate knowledge from both domains. The cases we present here demonstrate four different types of cross-domain connections: (a) mathematically reproducing the work of a computer program, (b) cyclically improving a program to produce better output, (c) coupling math to output to justify program improvements and (d) coupling math to code to justify program design. We provide rich examples of the ways in which students make these connections and discuss affordances for mathematical learning in this context.
Lockwood, Elise & Mørken, Knut Martin (2021). A Call for Research that Explores Relationships between Computing and Mathematical Thinking and Activity in RUME. International Journal of Research in Undergraduate Mathematics Education. ISSN 2198-9745. 7, s. 404–416. doi: 10.1007/s40753-020-00129-2. Fulltekst i vitenarkiv
Bruvoll, Solveig; Lyche, Tom Johan & Mørken, Knut Martin (2016). Uniformly stable wavelets on nonuniform triangulations. Mathematics and Computers in Simulation. ISSN 0378-4754. doi: 10.1016/j.matcom.2016.09.006. Fulltekst i vitenarkiv Vis sammendrag
In this paper we construct linear, uniformly stable, wavelet-like functions on arbitrary triangulations. As opposed to standard wavelets, only local orthogonality is required for the wavelet-like functions. Nested triangulations are obtained through refinement by two standard strategies, in which no regularity is required. One strategy inserts a new node at an arbitrary position inside a triangle and then splits the triangle into three smaller triangles. The other strategy splits two neighbouring triangles into four smaller triangles by inserting a new node somewhere on the edge between the triangles. In other words, non-uniform refinement is allowed in both strategies. The refinement results in nested spaces of piecewise linear functions. The detail-, or wavelet-spaces, are made to satisfy certain orthogonality conditions which locally correspond to vanishing linear moments. It turns out that this construction is uniformly stable in the L∞ norm, independently of the geometry of the original triangulation and the refinements.
Malthe-Sørenssen, Anders; Hjorth-Jensen, Morten; Langtangen, Hans Petter & Mørken, Knut Martin (2015). Integrasjon av beregninger i fysikkundervisningen. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 38(4), s. 303–310. Fulltekst i vitenarkiv
Mørken, Knut Martin; Sølna, Hanne & Villanger, Ilan Dehli (2015). Hvordan skaper vi gode betingelser for læring? Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 38(4), s. 264–273. Fulltekst i vitenarkiv
Melvær, Eivind Lyche; Mørken, Knut Martin & Samset, Eigil (2012). A motion constrained cross-wire phantom for tracked 2D ultrasound calibration. International Journal of Computer Assisted Radiology and Surgery. ISSN 1861-6410. 7(4), s. 611–620. doi: 10.1007/s11548-011-0661-6. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Floater, Michael S.; Lyche, Tom Johan; Mazure, Marie-Laurence; Mørken, Knut Martin & Schumaker, Larry L. (2017). Mathematical Methods for Curves and Surfaces: 9th International Conference, MMCS 2016 Tønsberg, Norway, June 23-28, 2016 Revised Selected Papers. Springer Publishing Company. ISBN 9783319678856. 333 s. Fulltekst i vitenarkiv Vis sammendrag
The 9th International Conference on Mathematical Methods for Curves and Surfaces took place during June 23–28, 2016, in Tønsberg, Norway. The earlier conferences in the series took place in Oslo (1988), Biri (1991), Ulvik (1994), Lillehammer (1997), Oslo (2000), Tromsø (2004), Tønsberg (2008), and Oslo (2012). This conference series is integrated with the French conferences Curves and Surfaces organized by SMAI-SIGMA (Signal-Image-Géométrie-Modélisation-Approximation), and the last conference in France was in Paris in 2014. The conference gathered 140 participants from 27 countries who presented a total of 115 talks. This includes nine invited talks and seven mini-symposia. This book contains 17 original articles based on talks presented at the conference. The topics range from mathematical theory to industrial applications. The papers have been subject to the usual peer-review process, and we thank both the authors and the reviewers for their hard work and helpful collaboration. We wish to thank all those who supported and helped organize the conference. It is a pleasure to acknowledge the generous ﬁnancial support from the Research Council of Norway and the Department of Mathematics at the University of Oslo. We also thank Elisabeth Seland, Espen Sande, and Espen Lybekk for their help with administrative and technical matters, and Anne Berg Floater for help with the registration.
Floater, Michael S.; Lyche, Tom; Mazure, Marie-Laurence; Mørken, Knut Martin & Schumaker, Larry (2014). Mathematical Methods for Curves and Surfaces. 8th International Conference, MMCS 2012, Oslo, Norway, June 28 – July 3, 2012, Revised Selected Papers. Springer. ISBN 9783642543814. 511 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Helstad, Kristin; Solbrekke, Tone Dyrdal; Gregers, Tone Fredsvik; Mørken, Knut Martin & Sølna, Hanne (2025). Arbeid i lederteam for å utvikle utdanning:erfaringer fra utdanningsledelse i praksis. I Solbrekke, Tone Dyrdal & Helstad, Kristin (Red.), Utdanningsledelse i høyere utdanning - legitime kompromisser. Universitetsforlaget. ISSN 9788215071329. s. 225–237. Fulltekst i vitenarkiv
Sand, Odd Petter; Lockwood, Elise; Caballero, Marcos & Mørken, Knut Martin (2022). Four Patterns in Students’ Connections Between Mathematics and Computing. Fulltekst i vitenarkiv Vis sammendrag
Computers and programming have become important in science and mathematics in the last few decades, and this has also affected the ways in which students and teachers interact with mathematics (see for instance Broley et al., 2018). For this reason, there have been calls for more attention to be paid to computing in mathematics education research. For instance, how does integrating computing into mathematics classrooms affect students’ understanding (Lockwood & Mørken, 2021)? One way in which students generalize is by relating knowledge, situations, techniques, or problems; what we often call forming connections (Ellis et al., 2017, Lobato, 2012). When students work with the domains of mathematics and computing, it is therefore likely that they will see similarities between situations across domain boundaries (we call such connections cross-domain connections). Greeno et al. (1993) discussed the affordances of such connections in terms of reasoning, which they defined as activities that transform representations. Importantly, the representations themselves afford particular transformations. Therefore, transforming a mathematical representation to a computational one (or vice versa) allows students to reason in ways that they might not otherwise. Our research questions are “1) which patterns of such connections emerge in the students’ work, and 2) what do these patterns afford the students?” To answer these questions, we interviewed first-year students in twos and threes as they worked with tutorials designed by the authors to support the forming of mathematical-computational connections. We instructed the students to work as they would in class, using the interviewer as a TA when needed. Using thematic analysis, we identified the themes that emerged in the data. In addition to students’ verbal utterances, we classified connections by looking at the medium they used, how they structured the information they worked with, and the notation or syntax they employed for individual pieces of information. While our study is an exploratory case study and as such not comprehensive, we found interesting examples of four distinct patterns in the connections that students formed. Students would (a) use mathematics to retrace the steps of a program, (b) use mathematics to interpret output, which inspired revisions to the code (which then produced new output, forming a cycle), (c) use mathematics and code together to design a program, and (d) use mathematics and output together to make refinements to a working program. The affordances evident in our data were, respectively, (a) understanding a program’s purpose or creating a formal proof, (b) explaining how a program works, as well as improving it, (c) confidence in a program’s correctness and organizing mathematical knowledge, and (d) producing results closer to standards and being able to explain these results. In our final poster, we will provide illustrative examples of each of the four patterns and use these to highlight the affordances (and limitations) of integrating computing in mathematics classrooms.
Mørken, Knut Martin (2020). IKT i alle fag. Fulltekst i vitenarkiv
Mørken, Knut Martin (2020). Hvorfor programmering og algoritmer? Fulltekst i vitenarkiv
Mørken, Knut Martin (2019). Programmering for å styrke matematikken, er det mulig? Fulltekst i vitenarkiv
Fyhn, Marianne; Malthe-Sørenssen, Anders; Mørken, Knut Martin; Nederbragt, Alexander Johan; Odden, Tor Ole & Sundnes, Joakim (2019). Beregningsorientering og utdanningsutvikling. Fulltekst i vitenarkiv
Mørken, Knut Martin (2019). Programmering for å styrke matematikken, er det mulig? Fulltekst i vitenarkiv
Hodnebrug, Ina; Lingaas, Else Marie & Mørken, Knut Martin (2019). Samarbeid om utdanning mellom universiteter og høgskoler og næringslivet. Hvorfor? Hva fungerer? Hvor er utfordringene? Fulltekst i vitenarkiv
Mørken, Knut Martin (2019). Hva er det egentlig studentene trenger for å lykkes? Fulltekst i vitenarkiv
Mørken, Knut Martin (2019). Computing in Mathematics and Science Education. Fulltekst i vitenarkiv
Tellefsen, Cathrine Wahlstrøm & Mørken, Knut Martin (2019). Programmering i naturfag. Fulltekst i vitenarkiv
Tellefsen, Cathrine Wahlstrøm & Mørken, Knut Martin (2018). Programmering i naturfaget. Fulltekst i vitenarkiv
Tellefsen, Cathrine Wahlstrøm & Mørken, Knut Martin (2018). Programmering er mer enn koding. Fulltekst i vitenarkiv
Tellefsen, Cathrine Wahlstrøm & Mørken, Knut Martin (2018). ProFag: realfaglig programmering. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Some reflections on how computing can enhance the learning of mathematics. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Computing in Science Education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Educational Development: Computing in Science Education in a Wider Perspective. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Emneutvikling og systematisk integrering av generiske ferdigheter i utdanningsprogrammene. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Programmering i skolen: muligheter og utfordringer. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Om fagfornyelsen i matematikk. Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Programmering i alle fag! Fulltekst i vitenarkiv
Mørken, Knut Martin (2018). Utdanning og utveksling. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2018). An Evolving Culture for Learning in Practice. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Utdanningsutvikling på MN-fakultetet. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Computing in Science Education (CSE). Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Computing in Science Education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). InterAct at UiO: Good education is more than good lectures! Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Computing in Science Education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Utdanningsutvikling på MN-fakultetet ved UiO. Fulltekst i vitenarkiv
Mørken, Knut Martin; Runde, Ragnhild Kobro & Skramstad, Tone (2017). Det nasjonale kvalifikasjonsrammeverket og utdanningsutvikling. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Kultur for kvalitet i høyere utdanning: Systematisk arbeid med utdanningskvaliteten med tanke på utvikling og forbedring. Fulltekst i vitenarkiv
Fyhn, Marianne; Kristensen, Solveig; Mørken, Knut Martin; Sølna, Hanne; Tellefsen, Cathrine Wahlstrøm & Villanger, Ilan Dehli (2017). Helhetlig fokus på utdanningsutvikling. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Utdanningsutvikling på MN-fakultetet ved UiO. Fulltekst i vitenarkiv
Malthe-sørenssen, Anders; Henriksen, Ellen Karoline; Hjorth-Jensen, Morten; Mørken, Knut Martin; Sølna, Hanne & Tellefsen, Cathrine Wahlstrøm (2017). Center for computing in science education: fornyelse av utdanning ved integrasjon av beregninger. Nordic Journal of STEM Education. 1(1), s. 236–241. Fulltekst i vitenarkiv
Floater, Michael S.; Lyche, Tom Johan Wiborg; Mazure, Marie-Laurence; Mørken, Knut Martin & Schumaker, Larry L. (2017). Preface. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 1052:16191 LNCS, s. 1–1. doi: 10.1016/j.cam.2009.02.019. Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Computing in the undergraduate mathematics curriculum? Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Bioscience, chemistry, pharmacy or life science? Fulltekst i vitenarkiv
Mørken, Knut Martin (2017). Reflections on mathematics and science education for the future. Fulltekst i vitenarkiv
Sølna, Hanne & Mørken, Knut Martin (2016). How to radically change university education? A joint venture between academics and administration. Fulltekst i vitenarkiv
Mørken, Knut Martin & Rasmussen, Live (2016). Skru av autopiloten! Fulltekst i vitenarkiv
Mørken, Knut Martin; Hjorth-Jensen, Morten; Langtangen, Hans Petter & Malthe-Sørenssen, Anders (2016). Computing across the curriculum. Fulltekst i vitenarkiv
Mørken, Knut Martin (2016). How can computing assist in learning calculus? Fulltekst i vitenarkiv
Mørken, Knut Martin (2016). Some reflections on the impact of computers in science education. Fulltekst i vitenarkiv
Mørken, Knut Martin; Hjorth-Jensen, Morten; Langtangen, Hans Petter & Malthe-Sørenssen, Anders (2016). How should computers influence the mathematics curriculum? Fulltekst i vitenarkiv
Kluge, Anders & Mørken, Knut Martin (2016). Nytt skolefag nødvendig. Fulltekst i vitenarkiv
Mørken, Knut Martin & Tellefsen, Cathrine Wahlstrøm (2016). Course alignment and a culture for quality. Fulltekst i vitenarkiv
Mørken, Knut Martin; Hjorth-Jensen, Morten; Langtangen, Hans Petter & Malthe-Sørenssen, Anders (2015). Tanker om digital realfagsundervisning. Fulltekst i vitenarkiv
Mørken, Knut Martin; Sølna, Hanne & Villanger, Ilan Dehli (2015). Hvordan skaper vi gode betingelser for læring? Fulltekst i vitenarkiv
Mørken, Knut Martin (2015). Utdanning, utdanningsroller og læringsmiljø. Fulltekst i vitenarkiv
Mørken, Knut Martin; Hjorth-Jensen, Morten; Langtangen, Hans Petter & Malthe-Sørenssen, Anders (2015). Some reflections on the impact of computers in science education. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2015). Strategisk blikk på utdanning. Fulltekst i vitenarkiv
Mørken, Knut Martin (2015). MNs utdanningssatsing. Fulltekst i vitenarkiv
Bruvoll, Solveig; Lyche, Tom Johan & Mørken, Knut Martin (2015). Uniformly stable wavelets on nonuniform triangulations. Fulltekst i vitenarkiv
Floater, Michael S.; Lyche, Tom; Mazure, Marie-Laurence; Mørken, Knut Martin & Schumaker, Larry L. (2014). Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics): Preface. Lecture Notes in Computer Science (LNCS). ISSN 0302-9743. 8177 LNCS. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Fra Computing in Science Education (CSE) til generell utdanningsutvikling. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Fra Computing in Science Education (CSE) til generell utdanningsutvikling. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Computational Science & Engineering infusion in general undergraduate education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Reforming mathematics and science education. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2014). Computing in Science Education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Hva er digital kompetanse i matematikk? Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). InterAct — Kultur for læring. Fulltekst i vitenarkiv
Mørken, Knut Martin (2014). Fagfornyelse i matematikk. Fulltekst i vitenarkiv
Mørken, Knut Martin (2013). Reforming Mathematics and Science Education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2012). Estetikk, kreativitet og modeller i matematikk. Fulltekst i vitenarkiv
Bruvoll, Solveig; Lyche, Tom & Mørken, Knut Martin (2012). Uniformly stable linear wavelets on nonuniform triangulations. Fulltekst i vitenarkiv
Mørken, Knut Martin; Sveinsson, Henrik Andersen & Dahl, Lars Oswald (2012). Computing in Science Education (CSE): Numeriske metoder i tverrfaglig og FoU-basert undervisning – gevinster for utdanningen, kandidatene og arbeidslivet. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2012). Hvorfor beregningsorientert matematikk, og hvordan? Fulltekst i vitenarkiv
Mørken, Knut Martin (2012). Realfagsutdanning og læring når rammene endrer seg. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2012). KUPP: Kulturkompetanse og personlig utvikling. Trenger vi et nytt perspektiv i utdanningene? Fulltekst i vitenarkiv
Mørken, Knut Martin (2012). FoU-basert utdanning i realfag: Computing in Science Education (CSE). Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2012). Framtidas teknologiutdanning. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2012). IT i moderne forskningsbasert undervisning: CSE — hva er nøkkelen? Fulltekst i vitenarkiv
Mørken, Knut Martin (2012). Integrating computational methods throughout the bachelor education. Fulltekst i vitenarkiv
Mørken, Knut Martin (2012). Mathematics and science education in a world with computers: Computing in Science Education (CSE). Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2012). Mathematics and science education in a world with computers: Computing in Science Education (CSE). Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2011). Hvorfor beregningsorientert matematikk og hvordan få det til? Fulltekst i vitenarkiv
Mørken, Knut Martin (2011). Beregningsorientert ingeniørutdanning? Fulltekst i vitenarkiv
Mørken, Knut Martin (2011). Beregningsperspektiv i ingeniørutdanningen? Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2011). Hvorfor beregningsorientert matematikk og hvordan? Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2011). Hvordan kan IKT bidra til mer relevant opplæring? Fulltekst i vitenarkiv
Mørken, Knut Martin (2011). Hvorfor beregningsorientert matematikk og hvordan? Fulltekst i vitenarkiv
Mørken, Knut Martin & Sølna, Hanne (2011). Hvorfor beregningsorientert matematikk og hvordan? Fulltekst i vitenarkiv
Mørken, Knut Martin (2011). Status for CSE-prosjektet. Fulltekst i vitenarkiv
Mørken, Knut Martin; Bruvoll, Solveig & Lyche, Tom (2011). Uniformly stable ’wavelets’ on general triangulations. Fulltekst i vitenarkiv
Mørken, Knut Martin (2011). Realfagsundervisning med beregninger. Fulltekst i vitenarkiv
Mørken, Knut Martin & Sand, Ingrid (2019). Spørreundersøkelse MN nye laveregradsstudenter høsten 2019. Universitetet i Oslo. Fulltekst i vitenarkiv
Bersvendsen, Jørn; Samset, Eigil; Mørken, Knut Martin & Reimers, Martin (2016). Segmentation of cardiac structures in 3-dimensional echocardiography. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag
Cardiac ultrasound is a key component in modern cardiology, and is widely used to assess and quantify the heart’s anatomy and function. In the past two decades, real-time 3-dimensional ultrasound has emerged as a promising modality, allowing a more accurate appreciation of the heart’s complex geometry, compared to the more conventional 2-dimensional ultrasound. However, the huge increases in information within volumetric images demand accurate and efficient methods for automatically analyzing and quantifying the heart. One of the fundamental problems in the processing of cardiac images is segmentation; the process of extracting a geometric model from the image, describing the shape and motion of an anatomical structure. A framework has previously been proposed for solving this problem in 3D ultrasound images, in which the segmentation is expressed as a state-estimation problem and solved with a Kalman filter. This framework is generic, and allows for incorporating different surface representations, image measurements and prior information on shape and motion, and it has been applied to the left ventricle. The main goal of this thesis has been to apply the existing Kalman filter segmentation framework to different anatomical structures, in particular the aortic root and right ventricle, and to develop a method for biventricular segmentation. Four main contributions have been made. Firstly, a method providing fully automatic quantification of the aortic valve size from 3D ultrasound images has been developed and its feasibility demonstrated. This is a key measurement to be made prior to procedures on diseased valves, and performing manual measurements is time-consuming and subject to inter-observer variation. Secondly, two methods have been developed for automated segmentation of the Right Ventricle (RV). Historically, the importance of the RV has been underestimated. Although the RV’s role in cardiovascular diseases has been more widely recognized in recent years, few methods for segmentation of the RV have been proposed. Because the RV has a more complex and asymmetrical shape compared to the left ventricle, the existing segmentation framework is not immediately applicable to the RV. Therefore, the method was extended with a geometric model learned from statistical analysis on a set of manual segmentations, as well as prior information on the appearance of the ultrasound images. Thirdly, one of the two RV methods uses a novel geometric surface representation to simultaneously segment the endocardial and epicardial borders of both ventricles. The surface is parameterized such that myocardial volume conservation is used within the Kalman filter segmentation process, which leads to a much more complete model of the heart and allows one to study the interaction between the ventricles. Finally, a robust and fully automatic method for spatio-temporal fusion of two ultrasound images has been developed. This is important as it is unrealistic to capture both ventricles in the same imaging sector. Furthermore, the method is able to perform the spatial registration with no assumption on the relationship between the recordings.
Sanne, Anders; Berge, Ola; Bungum, Berit; Jørgensen, Eva Celine; Kluge, Anders & Kristensen, Tor Espen [Vis alle 9 forfattere av denne artikkelen] (2016). Teknologi og programmering for alle : En faggjennomgang med forslag til endringer i grunnopplæringen - august 2016. Utdanningsdirektoratet. Fulltekst i vitenarkiv
Mørken, Knut Martin; Malthe-Sørensen, Anders; Simonsen, Ingve; Hammer, Hugo Lewi; Vatne, Jon Eivind & Nøst, Elisabeth [Vis alle 9 forfattere av denne artikkelen] (2011). Computing in Science Education. A guide for universities and colleges in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv
Mørken, Knut Martin; Bruvoll, Solveig & Lyche, Tom (2011). Uniformly stable wavelets on nonuniform triangulations. CMA. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Publisert 28. jan. 2013 13:36 - Sist endret 1. aug. 2025 09:26