NOMAD sökresultat

  1. NOMAD – 23(3-4), 2018

    Volume 23, No 3-4, November 2018

    e-NOMAD

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    Editorial

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

    Multilingual issues in Nordic mathematics education – What is achieved and where to go next?

    Susanne Prediger

    Abstract
    This Nomad special issue provides eleven highly interesting insights into current research and development projects in mathematics education on multilingual and multicultural issues. It shows the diversity of approaches currently adopted in the Nordic Countries with an impressing richness of perspectives and ideas. I am grateful to have had the opportunity to read and discuss the papers carefully as I learned a lot. In this commentary, I compare and connect the papers with each other and the international state of research and to suggest some directions for further research and development. The commentary is structured in the following steps: Di erent implicit and explicit conceptualization of languages are identi ed in the articles ( rst section); di erent research approaches are summarized with a need to strengthen Design research (second section); and di erent instructional approaches for activating multiple language resources for mathematics learning and further enhancing both languages (third section).

    Susanne Prediger
    Susanne Prediger is full professor for mathematics education research at TU Dortmund University in Germany and currently the vice-director of the German Center for Mathematics Teacher Education. She leads a big research group on language diversity in mathematics education and is interested in fostering language learners’ mathematics learning.

    Skapad: 2018-11-06 kl. 11:22

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