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

    Language diversity in mathematics education in the Nordic countries 2008–2018

    Tamsin Meaney and Toril Eskeland Rangnes

    Abstract
    A paper in which the guest editors introduce this thematic issue of NOMAD.
    “The aim of the thematic issue is to provide an overview of what was being done and from this to determine what still needed to be done on language diversity in mathematics classrooms and early childhood centres in the Nordic countries.”

    Tamsin Meaney
    Tamsin Meaney is professor in mathematics education at Western Norway University of Applied Sciences in Bergen, Norway. She has written journal articles on language diversity in mathematics education for twenty years.

    Toril Eskeland Rangnes
    Toril Eskeland Rangnes is associate professor in mathematics education at the Faculty of Education, Arts and Sports at Western Norway University of Applied Sciences, campus Bergen. Her main research interest are critical mathematics education, teacher professional development and language diversity in mathematics classrooms.

    Skapad: 2018-11-06 kl. 10:35

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