NOMAD sökresultat

  1. NOMAD – 23(3-4), 2018

    Volume 23, No 3-4, November 2018

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

    Editorial

    Tamsin Meaney and Toril Eskeland Rangnes
    Language diversity in mathematics education in the Nordic countries 2008–2018
    [PDF]

    Eva Norén and Petra Svensson Källberg
    Fabrication of newly-arrived students as mathematical learners
    [PDF]

    Petra Svensson Källberg
    Identity formations as mathematical learners in the context of transition
    [PDF]

    Marie Sjöblom
    Developing mathematical reasoning by using questions in a multilingual mathematics classroom
    [PDF]

    Maria Ahlholm and Päivi Portaankorva-Koivisto
    The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks
    [PDF]

    Jöran Petersson
    Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
    [PDF]

    Hilja L. Huru, Anna-Kaisa Räisänen and Anita Movik Simensen
    Culturally based mathematics tasks: a framework for designing tasks from traditional Kven artefacts and knowledge
    [PDF]

    Mette Hjelmborg and Ane Fleischer
    En registeranalyse af centrale matematiske begreber i en grønlandsk kontekst
    [PDF]

    Anne Birgitte Fyhn, Ellen J. Sara Eira, Ole Einar Hætta, Inga Anne Marit Juuso, Siv Ingrid Nordkild og Ellen Margrethe Skum
    Bishop Sámegillii – utfordringer ved oversetting av matematikkdidaktisk fagterminologi
    [PDF]

    Dorota Lembrér
    Polish parents’ views on mathematics activities at home and in Swedish preschools
    [PDF]

    Troels Lange and Tamsin Meaney
    Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
    [PDF]

    Andrea Eikset and Tamsin Meaney
    When does a difference make a difference? Teaching about language diversity in mathematics teacher education
    [PDF]

    Susanne Prediger
    Multilingual issues in Nordic mathematics education – What is achieved and where to go next?
    [PDF]

    Skapad: 2018-11-06 kl. 11:33

  2. NOMAD 23(3-4), 2018

    Identity formations as mathematical learners in the context of transition

    Petra Svensson Källberg

    Abstract
    This paper explores the relation between discourses and identity formations as mathematical learners in a context of transition. The data consists of an interview with two 16 year-old immigrant girls, who were relocated when their school, in a multicultural and socio-economically disadvantaged area in Sweden, was closed. The girls showed dynamic and unstable identities by drawing on di erent discourses. Social relational discourses, more than mathematical pedagogical discourses, governed their actions as learners of mathematics; enabling identities as noisy, un-engaged, but able students in the old school, and as engaged and accepted, but also as strangers, in the new school.

    Petra Svensson Källberg
    Petra Svensson Källberg has a doctoral degree in mathematics education from Stockholm University, the department of mathematics and science education. She works at Pedagogisk Inspiration, a department which works with school development and research in the muncipality of Malmö, Sweden. Her main research interests concern socio-political issues in mathematics education and are related to multilingual and multicultural issues in mathematics education.

    Skapad: 2018-11-06 kl. 10:44

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