https://tidsskrift.dk/NOMAD <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> NCM, University of Gothenburg en-US NOMAD Nordic Studies in Mathematics Education 1104-2176 https://tidsskrift.dk/NOMAD/article/view/150750 <p>Editorial</p> Jeppe Skott Sonja Lutovac Raymond Bjuland Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 1–18 1–18 10.7146/nomad.v29i3-4.150750 https://tidsskrift.dk/NOMAD/article/view/150751 <p>The present study explores the collective identity work of prospective secondary mathematics teachers as they engage with their experiences of failure and success. The findings show how they navigate concerns about relating to students, resulting in failure-provoking or failure-reducing collective identity work. The prospective teachers’ perspectives arising from these distinct types of collective identity work are discussed as they might impact their development and future instruction, especially due to the absence of self-development strategies. This study highlights the need to build prospective mathematics teachers’ ability and confidence to relate to students unlike themselves and to problematise their seemingly unproblematic learning experiences and perspectives they co-construct in the collective identity work.</p> Sonja Lutovac Johanna Havia Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 19–40 19–40 10.7146/nomad.v29i3-4.150751 https://tidsskrift.dk/NOMAD/article/view/150752 <p>Our goal in this study is to examine the interweaving of identifying (identity authoring ) and mathematizing of teachers in a Professional learning community (PLC) as they engage with a mathematical challenge. We rely on commognition and positioning theory to examine how storylines of teacher-students interfered with teacher-leaders' ability to hear mathematical ideas that were unfamiliar to them. We focus on one PLC session and show how the conflicts in positions, where the teacher-leader fought to maintain the identity of a mathematical leader, led to ineffectiveness of the mathematical discussion. We argue for the necessity of affording PLC participants alternative roles that would not threaten their professional identity as competent mathematics teachers.</p> Einat Heyd-Metzuyanim Talli Nachlieli Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 41–60 41–60 10.7146/nomad.v29i3-4.150752 https://tidsskrift.dk/NOMAD/article/view/150753 <p>Teachers face many issues when trying to integrate digital resources (DR) into mathematics classes. This article applies an identity-based perspective to understand teachers’ roles in the practices that evolve in such classes. We focus on Victor, a Greek mathematics teacher, who, when viewed from levels beyond the classroom, experienced to become a reform-oriented teacher and a designer of DR. We explore how these experiences of professional identity shapes and is shaped by his work with DR at the classroom level. We show how Victor’s identity changed from ”being a mathematics teacher who struggles with inquiry-based teaching” to ”becoming a mathematics teacher who uses DR to support inquiry-based learning” and outline what fuelled these changes. Our results suggest that it is important to connect an identity perspective with classroom interactions and mathematics.</p> Charlotte Krog Skott Giorgos Psycharis Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 61–82 61–82 10.7146/nomad.v29i3-4.150753 https://tidsskrift.dk/NOMAD/article/view/150754 <p>This study explores two experienced teachers’ identifying narratives on teaching mathematics with problems in professional development. Data is from the <em>Partners </em><em>in practice</em> project, which aims to support transition from traditional to progressive educational practices. The study investigates narratives of these teachers and how they align with dominant discourses of teaching in the field. Analysis suggests that both teachers are squeezed between their specific pedagogical discourses and more official pedagogical Discourses. Secondly, there is an unclear connection between the teachers’ discourses as learners and as teachers of mathematics.</p> Raymond Bjuland Janne Fauskanger Reidar Mosvold Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 83–100 83–100 10.7146/nomad.v29i3-4.150754 https://tidsskrift.dk/NOMAD/article/view/150755 <p>Research suggests that engaging in identity work is a vital part of a process of becoming a mathematics teacher and that mathematics teacher educators (MTEs) are key to supporting this process, yet we currently know very little about the identity work of MTEs themselves. In this paper, we contribute to this dearth of literature whilst exploring what the perspective of enactivism has to offer identity research given its emphasis on relationships and embodied action. We formulate our conceptualisation of MTE identity work as a set of seven methodological principles informed by the enactivist theory of cognition.</p> Tracy Helliwell Andreas Ebbelind Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 101–123 101–123 10.7146/nomad.v29i3-4.150755 https://tidsskrift.dk/NOMAD/article/view/150756 <p>Identity studies tend to draw on participatory frameworks. Some focus on identities on offer in professional development programmes or in general educational discourses; others relate identities to other social worlds and teachers’ biographies. I argue that neither pays sufficient attention to identities as they emerge in school and classroom contexts and that supplementary approaches are needed. In this theoretical essay, I present one such approach that defines professional identities as experiences and combines the definition with an interactionist framework, ­ Patterns-of-participation. I argue that this combination allows interpretations of short- and long-term relationships between identities and school and classroom processes.</p> Jeppe Skott Copyright (c) 2024 https://creativecommons.org/licenses/by-nc-sa/4.0 2024-11-19 2024-11-19 29 3-4 125–145 125–145 10.7146/nomad.v29i3-4.150756