https://tidsskrift.dk/NOMAD/issue/feedNOMAD Nordic Studies in Mathematics Education2025-02-13T11:20:22+01:00Andreas Eckertandreas.eckert@gu.seOpen Journal Systems<p><strong>NOMAD, Nordic Studies in Mathematics Education, Nordisk Matematikkdidaktikk</strong></p> <p>The journal <em>Nordic Studies in Mathematics Education</em> – Nordisk Matematikkdidaktikk, NOMAD – is a journal publishing results from research in mathematics education. It addresses all that are interested in following the progress in this field in the Nordic and Baltic countries, Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, Norway and Sweden.</p> <p>NOMAD publishes issues quarterly.</p>https://tidsskrift.dk/NOMAD/article/view/153240Editorial2025-02-13T11:20:22+01:00Andreas Eckertandreas.eckert@gu.se<p>-</p>2025-02-13T00:00:00+01:00Copyright (c) 2025 Andreas Eckerthttps://tidsskrift.dk/NOMAD/article/view/152734Investigating differentiation: exploring the impact of task difficulty labelling on students’ mathematics performance2025-01-14T13:24:23+01:00Maria Hersetmaria.herset@nord.noMohamed El Ghamimohamed.el-ghami@nord.noAnnette Hessen Bjerkeannette.hessen@oslomet.no<p class="p1">This study investigated the effect of task difficulty labelling on students’ mathematics <span class="s1">performance. Lower secondary school students (n </span><span class="s1">= </span><span class="s1">436) participated in an experi</span><span class="s1">mental study in which the control group received three similar tasks without labels </span><span class="s1">and the experimental groups received the same tasks labelled as easy, medium and </span><span class="s1">difficult. The findings indicate that the students in the control group outperformed </span><span class="s1">the students assigned tasks labelled as difficult. Additionally, the students’ perfor</span><span class="s1">mance was worse when solving tasks labelled difficult compared to when they were </span><span class="s1">given similar tasks labelled easy or medium, but the differences are not significant. </span><span class="s1">We strongly advise exercising prudence when assigning tasks labelled difficult.</span></p>2025-02-13T00:00:00+01:00Copyright (c) 2025 Maria Herset, Mohamed El Ghami, Annette Hessen Bjerkehttps://tidsskrift.dk/NOMAD/article/view/152930Opportunity to learn in Norwegian and Finnish lower secondary mathematics textbooks2025-01-21T15:13:28+01:00Per Øystein Haavoldper.oystein.haavold@uit.noAne Storaasandreas.eckert@gu.seMarthe Johnsenandreas.eckert@gu.seKristoffer Strandandreas.ecrt@gu.seCarina Heimstadandreas.eckert@gu.se<p class="p1">Although both Finland and Norway are part of a common Nordic education culture, Finland have consistently outperformed the other Nordic countries in PISA studies. In this study, we compare Finnish and Norwegian textbook series. The results indicate that both textbook series largely facilitate skill efficiency, and most tasks are low cognitive demand. However, the Finnish textbook series facilitate conceptual understanding to a greater degree. The Finnish textbook series also introduce and develop connections between a greater number of mathematical ideas, and there is a greater number and proportion of high cognitive demand tasks in the Finnish textbooks.</p>2025-02-13T00:00:00+01:00Copyright (c) 2025 Per Øystein Haavold, Ane Storaas, Marthe Johnsen, Kristoffer Strand, Carina Heimstadhttps://tidsskrift.dk/NOMAD/article/view/152931Preparing prospective primary school teachers in teaching informal statistical inference2025-01-21T15:22:46+01:00Per Blombergper.blomberg@mau.se<p class="p1">In recent decades, the statistics education community has focused extensively on research aimed at modernising mathematics curricula by integrating powerful statistical concepts relevant to the 21st century. As a result, the professional development needs of statistics teachers are evolving. There is an increasing demand for teachers to be well-equipped to teach foundational statistical concepts, including inferential statistics, and gaining these insights has become essential. This paper presents findings from an educational design research study conducted with participants in primary teacher education. The study outlines a design principle with three sub-components, intended to guide teacher training in statistical inference. The conclusion highlights the importance of statistical inference as a central theme in statistics education, with significant implications for school statistics and curriculum evaluation.</p>2025-02-13T00:00:00+01:00Copyright (c) 2025 Per Blomberghttps://tidsskrift.dk/NOMAD/article/view/152932The use of spreadsheet tools in assessment: an instrumented technique perspective2025-01-21T15:50:21+01:00Mattias Winnbergmattias.winnberg@su.se<p class="p1">A challenge in computer-based assessment, especially when introducing specific digital tools, is balancing mathematics assessment with students’ computer skills. This exploratory qualitative study aims to investigate aspects of student-tool-interaction, essential to consider when designing digital tools for assessment. Eight 15-year-old students worked in pairs with three digital test items employing interactive spreadsheet tools, followed by semi-structured interviews. The combined analysis of observations of students’ interactions with the items and the interviews indicates difficulties in using basic spreadsheet functions – despite their conceptual understanding of the tools. The main implications of the findings emphasize the importance of integrating digital tools into learning situations before assessment, and not taking basic tool-related techniques for granted.</p>2025-02-13T00:00:00+01:00Copyright (c) 2025 Mattias Winnberg