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.
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
Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
The present study investigated how 259 Swedish, grade 9 students, of whom 90 had an immigrant background, achieved on twelve written test items in the content area of number. Four of the twelve test items required good knowledge of arithmetic syntax, such as when it was appropriate to apply order-of-operation rules and the associative and distributive laws of arithmetic operations. On these four test items, the most-recently arrived students showed on average signi cantly more knowledge than the students who had immigrated when they were younger and had participated in Swedish schools for longer periods of time. The outcome suggests that these two groups of immigrant students in later school years should be considered as separate sub-categories of second-language students when it comes to teaching, assessment and research.
Jöran Petersson is a senior lecturer at Stockholm University, Sweden. He wrote his PhD-dissertation on test achievement of second language students in the last year of compulsory school. Presently he is doing postdoctoral research on how foundational number sense appears in textbooks and homework in the rst year of compulsory school. Jöran also has an interest in mathematical modelling.
Skapad: 2018-11-06 kl. 10:52