Vol. 24 No. 3-4 (2019)

Editorial

Thomas Kaas
Tilgange til tidlig algebra

Peter Hästö and Riikka Palkki
Finnish students’ flexibility and its relation to speed and accuracy in equation solving

Anna-Maija Partanen and Pieti Tolvanen
Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks

Inger Eriksson, Sanna Wettergren, Jenny Fred, Anna-Karin Nordin, Martin Nyman och Torbjörn Tambour
Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5

Jenny Fred
Att designa för elevers deltagande i ett algebraiskt arbete – elever i årskurs 2 och 3 utforskar visuellt växande mönster

Helena Eriksson
Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities

Cecilia Kilhamn and Ann-Sofi Röj-Lindberg
Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice