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