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
Developing mathematical reasoning by using questions in a multilingual mathematics classroom
In this paper, students’ questions while working in small groups on mathematical problem-solving tasks are investigated. In order to improve students’ reasoning and communication abilities in mathematics, an intervention study was designed in a multilingual upper secondary mathematics classroom in Sweden. In their discussions students used Swedish, which was their second language and also the language of instruction. The changes in students’ ways of using questions across the three cycles of the intervention were analysed. The results showed how students over the cycles changed their ways of framing questions from looking for the correct answer towards clarifying other students’ meaning in order to understand each other’s reasoning. The implication from the study is that it is important to promote interactions between students rather than focusing on students’ need to develop their second language competencies.
Marie Sjöblom is a PhD-student in mathematics education at Malmö University. She is also a mathematics teacher, and work as senior lecturer with school development in Malmö, supporting teachers and school leaders on collegial learning processes. Key research interests are interaction in multilingual mathematics classrooms and educational design research.
Skapad: 2018-11-06 kl. 10:46