Vol. 22 No. 1 (2017)

Articles

• Editorial

  The editors

  1–4

  • PDF

• Formative assessment in Swedish mathematics classroom practice

  Catarina Andersson, Erika Boström, Torulf Palm

  5–20

  • PDF

• Matematikundervisning för begåvade elever – en forskningsöversikt

  Attila Szabo

  21–44

  • PDF
  • Appendix

• The older the better? Are younger Norwegian adults losing ground on basic numeracy skills?

  Mary G. Billington, Egil Gabrielsen

  45–64

  • PDF

• The teaching of mathematical problem-solving in Swedish classrooms: a case study of one grade five teacher’s practice

  Anna Pansell, Paul Andrews

  65–84

  • PDF

• Convergences and influences of discourses in an online professional development course for mathematics teachers

  Eva-Lena Erixon

  85–100

  • PDF