Archives - Page 2

  • Vol. 21 No. 4 (2016)

    Editorial

    Tamsin Meaney
    Locating learning of toddlers in the individual/society and mind/body divides

    Julie Sarama, Douglas H. Clements, Christopher B. Wolfe and Mary Elaine Spitler
    Professional development in early mathematics: effects of an intervention based on learning trajectories on teachers’ practices

    Elin Reikerås
    Central skills in toddlers’ and pre-schoolers’ mathematical development, observed in play and everyday activities

    Per-Einar Sæbbe and Reidar Mosvold
    Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse

    Jorryt van Bommel and Hanna Palmér
    Young children exploring probability – with focus on their documentations

    Camilla Björklund and Wolmet Barendregt
    Teachers’ pedagogical mathematical awareness in diverse child-age-groups

    Trude Fosse
    What characterises mathematical conversations in a Norwegian kindergarten?

    Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney and Anna Wernberg
    Measuring temperature within the didaktic space of preschool

    Hanna Palmér and Camilla Björklund
    Different perspectives on possible – desirable – plausible mathematics learning in preschool

  • Vol. 21 No. 3 (2016)

    Editorial

    Yvonne Liljekvist
    Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials

    Evangelia Triantafyllou, Morten Misfeldt and Olga Timcenko
    Attitudes towards mathematics as a subject, and mathematics learning and instruction in a trans-disciplinary engineering study

    Anneli Dyrvold
    The role of semiotic resources when reading and solving mathematics tasks

    Janne Fauskanger og Reidar Mosvold
    Lærerarbeidets matematiske undervisningsoppgaver

    Shipra Sacheva, Marit Hvalsøe Schou and Andreas Lindenskov Tamborg
    Reflections on having participated at the Pre-NORMA workshop

  • Vol. 21 No. 2 (2016)

    Editorial

    Florenda Gallos Cronberg
    Learning linear relationships through independent use of the mathematics textbook

    Nonmanut Pongsakdi, Teija Laine, Koen Veermans, Minna M. Hannula-Sormunen and Erno Lehtinen
    Improving word problem performance in elementary school students by enriching word problems used in mathematics teaching

    Ida Bergvall, Jenny Wiksten Folkeryd and Caroline Liberg
    Linguistic features and their function in different mathematical content areas in TIMSS 2011

    Kerstin Larsson
    Finding Erik and Alva: uncovering students who reason additively when multiplying

    Barbro Grevholm
    Bokanmälan: Fra snublesten til byggesten. Matematikdidaktiske muligheder

    Thematic issue of Nomad – call for papers

  • Vol. 21 No. 1 (2016)

    Editorial

    Elisabeth Rystedt, Cecilia Kilhamn and Ola Helenius
    What’s there in an n? Investigating contextual resources in small group discussions concerning an algebraic expression

    Ingvald Erfjord
    Mathematics teachers’ initial implementation of a digital tool package

    Anette Bagger
    Pressure at stake: Swedish third graders’ talk about national tests in mathematics

    Johan Prytz and Martin Karlberg
    Nordic school mathematics revisited – on the introduction and functionality of New Math

    News from Nordic mathematics education

    NORMA 17 – First announcement

  • Vol. 20 No. 3-4 (2015)

    Editorial

    Kristín Bjarnadóttir
    Tölur og mengi – Numbers and sets. A New Math textbook in Iceland in the 1960s

    Andreas Christiansen
    An analysis of two 19th century Norwegian geometry books, and the reactions they caused

    Marc van Zanten and Marja van den Heuvel-Panhuizen
    Past and current approaches to decimal numbers in Dutch primary school mathematics textbooks

    Tom Rune Kongelf
    Introduksjon av algebra i matematikkbøker for ungdomstrinnet i Norge

    Rannveig Halldórsdóttir
    Comparison of three textbooks published for 8th grade in Iceland

    Madis Lepik, Barbro Grevholm and Antti Viholainen
    Using textbooks in the mathematics classroom – the teachers’ view

    Antti Viholainen, Miia Partanen, Jani Piiroinen, Mervi Asikainen and Pekka E. Hirvonen
    The role of textbooks in Finnish upper secondary school mathematics: theory, examples and exercises

    Linda Ahl, Guðný Helga Gunnarsdóttir, Tuula Koljonen and Guðbjörg Pálsdóttir
    How teachers interact and use teacher guides in mathematics – cases from Sweden and Iceland

    Ingvild Lambert Grave and Birgit Pepin
    Teachers’ use of resources in and for mathematics teaching

    Ragnhild Johanne Rensaa and Barbro Grevholm
    A textbook in linear algebra – the use and views of engineering students

    Sebastian Rezat and Rudolf Sträßer
    Methodological issues and challenges in research on mathematics textbooks

  • Vol. 20 No. 2 (2015)

    Editorial

    Ann-Sofi Röj-Lindberg
    School mathematical practices as experiences of identity work: the learning journeys of three students

    Maria Christina Secher Schmidt
    Sociofaglig inklusion og elevfællesskaber. Til didaktiseringen af kammerathjælp i matematikundervisning på folkeskolens begyndertrin

    Stephanie Treffert-Thomas
    Conceptualising a university teaching practice in an activity theory perspective

    Janne Fauskanger and Reidar Mosvold
    En metodisk studie av innholdsanalyse – med analyser av matematikklæreres undervisningskunnskap som eksempel

    Mario Sánchez Aguilar
    Where’s the ”math” in ”mathematics education”? Review of ”Mathematics and mathematicseducation: searching for common ground”

    Mette Andresen
    News from Nordic mathematics education

  • Vol. 20 No. 1 (2015)

    Editorial

    Anneli Dyrvold, Ewa Bergqvist and Magnus Österholm
    Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency

    Andreas Ebbelind and Cecilia Segerby
    Systemic functional linguistics as a methodological tool in mathematics education research

    Gunnar Sjöberg, Eva Silfver and Anette Bagger
    Disciplined by tests

    Charlotte Krog Skott og Camilla Hellsten Østergaard
    Lektionsstudier i dansk læreruddannelse

    Mette Andresen
    Message from the Chair of the NoRME board

  • Vol. 19 No. 3-4 (2014)

    Editorial

    Mark Hoover, Reidar Mosvold and Janne Fauskanger
    Common tasks of teaching as a resource for measuring professional content knowledge internationally

    Björg Jóhannsdóttir and Berglind Gísladóttir
    Exploring the mathematical knowledge of prospective elementary teachers in Iceland using the MKT measures

    Janne Fauskanger and Reidar Mosvold
    Studying teachers’ knowledge by the use of multiple-choice items: the case of ”I’m not sure”

    Hege Kaarstein
    Norwegian mathematics teachers’ and educational researchers’ perception of MPCK items used in the TEDS-M study

    Cecilia Kilhamn
    When does a variable vary? Identifying mathematical content knowledge for teaching variables

    Frode Opsvik og Leif Bjørn Skorpen
    Matematisk kvalitet i undervisning

    Bodil Kleve and Ida Heiberg Solem
    Aspects of a teacher’s mathematical knowledge in his orchestration of a discussion about rational numbers

    Arne Jakobsen, C. Miguel Ribeiro and Maria Mellone
    Norwegian prospective teachers’ MKT when interpreting pupils’ productions on a fraction task

    Ove Gunnar Drageset
    Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting

    Bjørn Smestad, Uffe Thomas Jankvist and Kathleen Clark
    Teachers’ mathematical knowledge for teaching in relation to the inclusion of history of mathematics in teaching

    Jorryt van Bommel
    The teaching of mathematical knowledge for teaching – a learning study of primary school teacher education

  • Vol. 19 No. 2 (2014)

    Editorial

    Indrek Kaldo
    View of mathematics – an investigation of Estonian university students

    Eugenia Koleza
    Students’ conceptions about the formula for a rectangle’s area and some similarities to its historical context

    Andreas Lorange and Reinert A. Rinvold
    Students’ strategies of expanding fractions to a common denominator – a semiotic perspective

    Kristina Juter and Jan-Fredrik Olsen
    ”Just-in-time teaching” in undergraduate mathematics

  • Vol. 19 No. 1 (2014)

    Editorial

    Indrek Kaldo and Markku S. Hannula
    Gender differences favouring females in Estonian university students’ views of mathematics

    Hege Kaarstein
    A comparison of three frameworks for measuring knowledge for teaching mathematics

    Raymond Bjuland, Arne Jakobsen og Elaine Munthe
    Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel fra en førveiledningsdialog i matematikk

    Christer Bergsten
    News from Nordic mathematics education

  • Vol. 18 No. 4 (2013)

    Editorial

    Theodosia Prodromou
    A modelling approach to probability – analysing students’ conceptual structures

    Judith Stanja
    The first foci of elementary school students dealing with prognosis tasks in interviews

    Per Nilsson and Torsten Lindström
    Prolifing Swedish teachers’ knowledge base in probability

  • Vol. 18 No. 3 (2013)

    Editorial

    Martin Carlsen
    Barns bruk av digitale verktøy i barnehagen: muligheter for å gjøre seg matematiske erfaringer

    Kristín Bjarnadottír, Andreas Christiansen and Madis Lepik
    Arithmetic textbooks in Estonia, Iceland and Norway – similarities and differences during the nineteenth century

    Peter Frejd
    An analysis of mathematical modelling in Swedish textbooks in upper secondary school

    First Announcement – NORMA 14, June 3rd–6th 2014

  • Vol. 18 No. 2 (2013)

    Editorial

    Dagmar Neuman
    Att ändra arbetssätt och kultur inom den inledande aritmetikundervisningen

    Markus Hähkiöniemi, Henry Leppäaho and John Francisco
    Teacher-assisted open problem solving

    Uffe Thomas Jankvist, Jan Alexis Nielsen and Claus Michelsen
    Preparing future teachers for interdisciplinarity: designing and implementing a course for pre-service upper secondary teachers

    Christer Bergsten
    News from Nordic mathematics education

  • Vol. 18 No. 1 (2013)

    Ledare/Editorial

    Oduor Olande
    Making sense of a ”misleading” graph

    Anita Valenta and Ole Enge
    Student teachers’ work on instructional explanations in multiplication – representations and conversions between them

    Ida Friestad Pedersen
    ”I need advanced mathematics to pursue the career of my choice”. Norwegian students’ motivations for enrolling in mathematics and plans for post-secondary studies

  • Vol. 17 No. 3-4 (2012)

    Ledare/Editorial

    Erkki Pehkonen
    Research on mathematical beliefs. The birth and growth of the MAVI group in 1995–2012

    Peter Liljedahl, Susan Oesterle and Christian Bernèche
    Stability of beliefs in mathematics education: a critical analysis

    Anu Laine, Liisa Näveri, Maija Ahtee, Markku S. Hannula and Erkki Pehkonen
    Emotional atmosphere in third-graders’ mathematics classroom – an analysis of pupils’ drawings

    Inés Mª Gómez-Chacón
    Affective pathways and interactive visualization in the context of technological and professional mathematical knowledge

    Chiara Andrà and Guido Magnano
    Interplay of cognition and affect in undergraduate math students’ careers: insights from recursive partitioning

    Fulvia Furinghetti, Chiara Maggiani and Francesca Morselli
    How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof

    Cristina Coppola, Pietro Di Martino, Tiziana Pacelli and Cristina Sabena
    Primary teachers’ affect: a crucial variable in the teaching of mathematics

    Sonja Lutovac and Raimo Kaasila
    Dialogue between past and future mathematical identities

    Hanna Palmér
    (In)consistent? The mathematics teaching of a novice primary school teacher

    Päivi Portaankorva-Koivisto
    Prospective mathematics teachers’ metaphors for mathematics, teaching, and the teacher’s role

    Madis Lepik, Anita Pipere and Markku S. Hannula
    Comparing mathematics teachers’ beliefs about good teaching: the cases of Estonia, Latvia and Finland

    Igor’ Kontorovich and Boris Koichu
    Feeling of innovation in expert problem posing

  • Vol. 17 No. 2 (2012)

    Ledare/Editorial

    Indrek Kaldo and Markku S. Hannula
    Structure of university students’ view of mathematics in Estonia

    Lovisa Sumpter
    Upper secondary school students’ gendered conceptions about affect in mathematics

    Mahmoud Abdulwahed, Barbara Jaworski and Adam R. Crawford
    Innovative approaches to teaching mathematics in higher education: a review and critique

    Christer Bergsten
    News from Nordic mathematics education

  • Vol. 17 No. 1 (2012)

    A new editorial team

    Magnus Österholm and Ewa Bergqvist
    Methodological issues when studying the relationship between reading and solving mathematical tasks

    John Francisco and Gunnar Gjone
    Using strands of tasks to promote growth of students’ mathematical understanding

    Per-Olof Bentley
    Interference of subtraction strategies

  • Vol. 16 No. 4 (2011)

    Ledare/Editorial
    About this issue

    Tom Rune Kongelf
    What characterises the heuristic approaches in mathematics textbooks used in lower secondary schools in Norway?

    Janne Fauskanger, Reidar Mosvold, Raymond Bjuland and Arne Jakobsen
    Does the format matter? How the multiple-choice format might complicate the MKT items

    Miika Vähämaa and Kennet Härmälä
    Comparing perceptions of mathematics: Norwegian and Finnish university students‘ definitions of mathematics

    Barbro Grevholm
    Network for research on mathematics textbooks in the Nordic countries

    Christer Bergsten
    News from Nordic mathematics education

  • Vol. 16 No. 3 (2011)

    Ledare/Editorial

    Anne Birgitte Fyhn
    Introduksjon til vektorer i norske lærebøker og i en undervisningsfilm

    Joakim Samuelsson
    Development of self-regulated learning skills in mathematics in lower secondary school in Sweden

    Laia Saló i Nevado, Gunilla Holm and Leila Pehkonen
    Farmers do use mathematics: the case of animal feeding

    Simon Goodchild
    Mathematics education PhD summer school 2011

  • Vol. 16 No. 1-2 (2011)

    Ledare/Editorial
    Belief research in mathematics education

    Peter Liljedahl
    The theory of conceptual change as a theory for changing conceptions

    Jeppe Skott, Dorte Moeskær Larsen and Camilla Hellsten Østergaard
    From beliefs to patterns of participation – shifting the research perspective on teachers

    Magnus Österholm
    To translate between different perspectives in belief research: a comparison between two studies

    Indrek Kaldo
    Structure of students’ view of mathematics in the Estonian Business School

    Eva Norén
    Students’ mathematical identity formations in a Swedish multilingual mathematics classroom

    Frode Rønning
    News from Nordic mathematics education

  • Vol. 15 No. 4 (2010)

    Ledare/Editorial
    Nordic mathematics education in Europe

    Olov Viirman, Iiris Attorps and Timo Tossavainen
    Different views – some Swedish mathematics students’ concept images of the function concept

    Timo Ehmke, Martti E. Pesonen and Lenni Haapasalo
    Assessment of university students’ understanding of abstract binary operations

    Hanna Palmér
    Identity development in limbo: teacher transition from education to teaching

  • Vol. 15 No. 3 (2010)

    Ledare/Editorial

    Linda Mattsson
    Head teachers’ conception of gifted students in mathematics in Swedish upper secondary school

    Guri A. Nortvedt
    Understanding and solving multistep arithmetic word problems

    Martin Carlsen
    Orchestrating mathematical activities in the kindergarten: the role of inquiry

    Uffe Thomas Jankvist
    Boganmeldelse: Forskeres og studerendes mulige udbytte af at læse Springers nye bog om teorier i matematikkens didaktik

    Frode Rønning
    News from Nordic mathematics education

  • Vol. 15 No. 2 (2010)

    Ledare/Editorial
    Nomad – a regional journal in mathematics education research

    Mira Randahl & Barbro Grevholm
    Learning opportunities offered by a classical calculus textbook

    Leif Kværnes
    Affektive sider ved lærerstudenters arbeid med matematikk

    Sharada Gade
    Cooperation and collaboration as zones of proximal development within the mathematics classroom

    Rune Herheim
    Communication and learning at computers: an overview

    Barbro Grevholm & Frode Rønning
    Nordic collaboration in mathematics education research

  • Vol. 15 No. 1 (2010)

    Ledare/Editorial
    The relevance of qualities of theories in mathematics education research

    Mogens Niss
    What is quality in a PhD dissertation in mathematics education?

    Eva Jablonka & Christer Bergsten
    Theorising in mathematics education research: differences in modes and quality

    Bharath Sriraman
    Commentary on Theorizing in mathematics education research: differences in modes and quality

    Tine Wedege
    Connecting theories in mathematics education: from bricolage to professionalism

    Barbara Jaworski & Anne Berit Fuglestad
    Developing mathematics teaching through inquiry – a response to Skovsmose and Säljö

    Barbro Grevholm & Frode Rønning
    Nordic collaboration in mathematics education research – continued

  • Vol. 14 No. 4 (2009)

    Ledare/Editorial
    Four new years of Nomad – a time of growth

    Reidar Mosvold, Janne Fauskanger, Arne Jakobsen and Kjersti Melhus
    Translating test items into Norwegian – without getting lost in translation?

    Kirsti Kislenko
    An investigation of Norwegian students’ affective domain in mathematics

    Kristina Juter
    Development of students’ concept images in analysis

    Barbro Grevholm
    Nordic collaboration in mathematics education research

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