Vol. 28 No. 1-2 (2023)

Editorial

Frithjof Theens, Ewa Bergqvist and Magnus Österholm
Equivalence in multilanguage mathematics assessment

Ida Bergvall and Anneli Dyrvold
Mediating activities in students’ collaborative work on self-explanation prompts

Ingunn Valbekmo and Raymond Bjuland
Students’ reasoned dialogs during problem solving in a Norwegian thinking classroom

Kjersti Wæge and Olaug Ellen Lona Svingen
Teachers’ learning of ambitious mathematics teaching as changes in pedagogical discourse

Hilde Opsal and Arne Kåre Topphol
The problematic equal sign

Thematic issue of Nomad 2025 – call for papers