Network for research on mathematics textbooks in the Nordic countries
DOI:
https://doi.org/10.7146/nomad.v16i4.148410Abstract
New funding for the network ...
References
Anderberg, B. (1987). En vrångbild? Nämnaren, 14 (2), 43-43. https://doi.org/10.1215/lt-18420216-TC-JF-01
Areskoug, M. & Grevholm, B. (1987a). Matematikgranskning (No. 1987:3). Stockholm: Statens Institut för läromedel.
Areskoug, M. & Grevholm, B. (1987b). Vems matematik? Nämnaren, 14 (1), 32-37.
Boaler, J. (2008). What has math got to do with it? London: The Penguin Group.
Bjarnadóttir, K. (2006). Mathematical education in Iceland in historical context - socio-economic demands and influences. Reykjavík: Háskólaútgáfan. Retrieved January 31, 2012 from http://rudar.ruc.dk/bitstream/1800/2914/1/Chapter0_IMFUFA.pdf
Bjarnadóttir, K. (2007). The numbers one and zero in Northern European textbooks. International Journal for the History of Mathematics Education, 2 (2), 3-20.
Bjarnadóttir, K. (2010). The history of public education in mathematics in Iceland and its relations to secondary education. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. D. Søndergaard & L. Haapasalo (Eds.), The first sourcebook on Nordic research in mathematics education (pp. 447-465). Charlotte: Information Age Publishing.
Bremler, N. (2003). Matteboken som redskap och aktör: en studie av hur derivata introduceras i svenska läroböcker 1967-2002. Stockholm: Lärarhögskolan i Stockholm.
Brändström, A. (2002). Granskning av läroböcker i matematik för årskurs 7. Department of Mathematics, Luleå University of Technology.
Brändström, A. (2005). Differentiated tasks in mathematics textbooks. An analysis if the levels of difficulty (Licentiate thesis). Luleå University of Technology.
ECER. (2008). The European Conference on Educational Research in Gothenburg, Sweden. Retrieved January 31, 2012 from http://www.ipd.gu.se/english/ecer2008/programme/
Grevholm, B. (2006). The Nordic Graduate School in mathematics education. Summer school of 2006. Nordic Studies in Mathematics Education, 11 (2), 71-74.
Grevholm, B. & Hanna, G. (Eds.) (1995). Gender and mathematics. An ICMI- study at Stiftsgården, Höör. Lund University Press.
Grevholm, B. , Nilsson, M. & Bratt, H. (1988). Läroböcker i matematik. In T. Rönström (Ed.), Skolböcker 3. Den (o)möjliga läroboken. Rapport från läromedelsöversynen (Ds 1988:24) (pp. 241-292). Stockholm: Allmänna förlaget.
Gueudet, G., Pepin, B. & Trouche, L. (Eds.). (2012). From text to 'lived' resources. Mathematics curriculum materials and teacher development. Berlin: Springer. https://doi.org/10.1007/978-94-007-1966-8
Gunnarsdóttir, G. H. (2009). Learning environment: influences of teaching materials. In H. Guđjónsdóttir, J. V. Kristinsdóttir & E. Óskarsdóttir (Eds.), Challenges in teaching mathematics - becoming special for all. Conference proceedings from the fifth Nordic Research network on Special Needs Education in Mathematics (pp. 81-94). Reykjavík: University of Iceland, School of Education.
Gunnarsdóttir, G. H. & Pálsdóttir, G. (2010). The implementation of the intended curriculum in teaching materials: authors perspective. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. D. Søndergaard & L. Haapasalo (Eds.), The first soucebook on Nordic research in mathematics education (pp. 539-549). Charlotte: Information Age Publishing.
Haug, P. (2007). Vesentlige problemstillingar i lærerutdanninga - eit nordisk perspektiv. Oslo: NOKUT.
Hundeland, P. S. (2007). Hvordan tenker lærere om matematikkundervisning? In B. Jaworski, A. B. Fuglestad, R. Bjuland, T. Breiteig, S. Goodchild & B. Grevholm (Eds.), Learning Communities in mathematics (pp. 205-214). Trondheim: Tapir Academic Press.
Hundeland, P. S. (2010). Matematikklærerens kompetanse. En studie om hva lærerne på videregående trinn vektlegger i sin matematikkundervisning (Doctoral thesis). Kristiansand: University of Agder.
Jablonka, E. & Johansson, M. (2010). Using texts and tasks: Swedish studies on mathematics textbooks. In B. Sriraman, C. Bergsten, S. Goodchild, G. Palsdottir, B. D. Søndergaard, L. Haapasalo (Eds.), The First Sourcebook on Nordic Research in Mathematics Education (pp. 363-372). Charlotte: Information Age Publishing.
Jakobsson-Åhl, T. (2006). Algebra in upper secondary mathematics: a study of a selection of textbooks used as the potentially implemented curriculum (Licentiate thesis). Luleå University of Technology.
Jakobsson-Åhl, T. (2008). Word problems in upper secondary algebra in Sweden over the years 1960-2000. Nordic Studies in Mathematics Education, 13 (1), 7-27.
Johansson, M. (2003). Textbooks in mathematics education: a study of textbooks as the potentially implemented curriculum (Licentiate thesis). Luleå University of Technology.
Johansson, M. (2005). The mathematics textbook: from artefact to instrument. Nordic Studies in Mathematics Education, 10 (3-4), 43-64.
Johansson, M. (2006a). Mathematical meaning making and textbook tasks. For the Learning of Mathematics, 27 (1), 45-51.
Johansson, M. (2006b). Textbooks as instruments: three teachers' way to organize their mathematics lessons. Nordic Studies in Mathematics Education,11 (3), 5-30.
Keranto, T. & Sarenius, V.-M. (2009). Number line as a teaching aid in the grades 1-2: textbook analysis and pupil interview. In M. Lepik (Ed.), Teaching mathematics: retrospective and perspectives. Proceedings of the 10th international conference, Tallinn, May 14-16, 2009 (pp. 206-217). Tallinn University.
Keranto, T. & Sarenius, V.-M. (2010). Lukusuora ensimmäisen ja toisen kouluvuoden matematiikassa: kriittinen tarkastelu [Finnish language refereed journal, article about the number line]. Kasvatus, 41 (5), 466-471.
Kongelf, T. R. (2011). What characterizes the heuristic approaches in mathematics textbooks used in lower secondary schools in Norway? Nordic Studies in Mathematics Education, 16 (4), 5-44.
Lepik, M. (1990). Algebraic word problems: role of linguistic and structural variables. Educational Studies in Mathematics, 21, 83-90. https://doi.org/10.1007/BF00311017
Lepik, M. (1993). Mathematical verbal problems: differences in solving difficulties. In G. Altmann & R. Köhler (Eds.), Glottometrica. Quantitative Linguistics (Vol.53, no. 14) (pp. 113-121). Trier: Wissenschaftlicher Verlag Trier.
Lepik, M. & Kaljas, T. (2010). Eesti, Saksa, Soome ja Vene matemaatikaõpiku võrdlev analüüs.[Estonian, Finnish, German and Russian math textbooks in comparision]. Koolimatemaatika 37, 35-45. Tartu Ülikooli Kirjastus (Tartu University Press).
Love, E. & Pimm, D. (1996). This is so: a text on texts. In A. Bishop et al. (Eds.), International handbook on mathematics education, (pp. 371-409). Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-009-1465-0_12
Pepin, B. (2007) About mathematical tasks and making connections: an exploration of connections made in and around mathematics textbooks in England, France and Germany. In C. Bergsten, B. Grevholm, H. S. Måsøval & F. Rønning (Eds), Relating practice and research in mathematics education, Proceedings of NORMA 05, Fourth Nordic Conference on Mathematics Education, Trondheim, September 2005 (pp. 111-130). Trondheim: Tapir Academic Press.
Pepin, B., Grevholm, B. & Strässer, R. (2006). The mathematics textbook - a critical artifact. In J. Novotna, H. Moraová, M. Krátká & N. Stehliková (Eds.), Mathematics in the centre, Proceedings of the 30th conference of the International Group of Mathematics Education. PME30. (Vol 1, pp. 1-193). Prague: PME.
Pepin, B. & Haggarty, L. (2001) Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures. Zentralblatt for the Didactics of Mathematics, 33 (5), 158-75. https://doi.org/10.1007/BF02656616
Randahl, M. (2011). First year engineering students approaching the mathematics textbook - opportunities and constraints. Manuscript submitted for publication.
Randahl, M. (in press). Approaches to mathematics and learning mathematics in textbooks at tertiary level - exploring authors' views. International Journal for Mathematical Education in Science and Technology.
Randahl, M. & Grevholm, B. (2010). Learning opportunities in a classical calculus book. Nordic Studies in Mathematics Education, 15 (2), 5-27.
Rensaa, R. J. (2007). A choice between proofs in linear algebra. International Journal of Mathematical Education in Science and Technology, 38 (6), 729-738. https://doi.org/10.1080/00207390701368553
Rensaa, R. J. (2009a). Can student teachers and prospective engineers profit from studying mathematics together? In C. Winsløw (Ed.), Nordic Research in Mathematics Education Proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 (pp. 73-80). Rotterdam: Sense Publishers. https://doi.org/10.1163/9789087907839_010
Rensaa, R. J. (2009b). Some experiences with integrating student teachers and engineering students in the same class. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 19 (5), 473-490. https://doi.org/10.1080/10511970802059274
Rezat, S. (2006a). A model of textbook use. In J. Novotná, H. Moraová, M. Krátká & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 409-416). Prague: PME.
Rezat, S. (2006b). The structure of German mathematics textbooks. Zentralblatt für Didaktik der Mathematik, 38 (6), 482-487. https://doi.org/10.1007/BF02652785
Rezat, S. (2009). Das Mathematikbuch als Instrument des Schulers. Eine Studie zur Schulbuchnutzung in den Sekundarstufen. Wiesbaden: Vieweg+Teubner. https://doi.org/10.1007/978-3-8348-9628-5
Schmidt, W. H., McKnight, C. C., Valverde, G. A., Houang, R. T. & Wiley, D. E. (1997). Many visions, many aims: a cross-national investigation of curricular intentions in school mathematics. Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-011-5786-5
Skjervold, P. (2011). Matematikklærerers bruk av læreplanmateriell. Det dynamiske samspillet mellom lærere og læreplanmateriell (Master thesis). Trondheim: Høgskolen i Sør-Trøndelag.
Törnroos, J. (2001). Mathematics textbooks and students' achievement in the 7th grade: What is the effect of using different textbooks? In J. Novotna (Ed.), Proceedings of European Research in Mathematics Education II (pp. 516- 525). Prague: Faculty of Education, Charles University.
Törnroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31, 315-327. https://doi.org/10.1016/j.stueduc.2005.11.005
Valverde, G. A., Bianchi, L. J., Wolfe, R. G., Schmidt, W. H. & Houang, R. T. (2002). According to the book - using TIMSS to investigate the translation of policy into practice through the world of textbooks. Dordrecht: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-007-0844-0_8
Österholm, M. (2008). Do students need to learn how to use their mathematics textbooks? The case of reading comprehension. Nordic Studies in Mathematics Education, 13 (3), 53-73.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
