NOMAD – 23(3-4), 2018
Volume 23, No 3-4, November 2018
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Tamsin Meaney and Toril Eskeland Rangnes
Language diversity in mathematics education in the Nordic countries 2008–2018
Eva Norén and Petra Svensson Källberg
Fabrication of newly-arrived students as mathematical learners
Petra Svensson Källberg
Identity formations as mathematical learners in the context of transition
Maria Ahlholm and Päivi Portaankorva-Koivisto
The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks
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
Mette Hjelmborg and Ane Fleischer
En registeranalyse af centrale matematiske begreber i en grønlandsk kontekst
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
Troels Lange and Tamsin Meaney
Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
Andrea Eikset and Tamsin Meaney
When does a difference make a difference? Teaching about language diversity in mathematics teacher education
Skapad: 2018-11-06 kl. 11:33
NOMAD 23(3-4), 2018
Polish parents’ views on mathematics activities at home and in Swedish preschools
This article describes the results of a digital survey of 41 Polish immigrant parents’ views on mathematics activities at home and at preschool as parents’ views potentially provide a range of perspectives on mathematics activities for young children. Parents were asked to describe and justify their views about how children engage with mathematical ideas and nominate activities that children engage in at home and at preschool. When parents justi ed their views about young children and mathematics, they tended to align themselves with the norms and values of the Swedish preschool curriculum. The ndings suggest that parents, like children, are socialised into Swedish preschools. However, this alignment could limit possibilities for broadening perspectives about mathematics education in preschool, which could be available by incorporating input from immigrant parents’ di erent cultural and linguistic backgrounds.
Dorota Lembrér is a doctoral student at Western Norway University of Applied Sciences in Bergen, Norway. She has a background as a preschool teacher and a lecturer at Malmö University in Sweden. Her main research interests are early childhood mathematics education and aspects of mathematics activities in preschool and home environments.
Skapad: 2018-11-06 kl. 11:16