NOMAD – 17(3-4), 2012

Skapad: 2013-08-20. Ändrad: 2013-08-20  

NOMAD – 17(3-4), 2012



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Volume 17, No 3-4, December 2012

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Editorial

Erkki Pehkonen
Research on mathematical beliefs. The birth and growth of the MAVI group in 1995–2012
[PDF]

Peter Liljedahl, Susan Oesterle and Christian Bernèche
Stability of beliefs in mathematics education: a critical analysis
[PDF]

Anu Laine, Liisa Näveri, Maija Ahtee, Markku S. Hannula and Erkki Pehkonen
Emotional atmosphere in third-graders’ mathematics classroom – an analysis of pupils’ drawings
[PDF]

Inés Mª Gómez-Chacón
Affective pathways and interactive visualization in the context of technological and professional mathematical knowledge
[PDF]

Chiara Andrà and Guido Magnano
Interplay of cognition and affect in undergraduate math students’ careers: insights from recursive partitioning
[PDF]

Fulvia Furinghetti, Chiara Maggiani and Francesca Morselli
How mathematics students perceive the transition from secondary to tertiary level with particular reference to proof
[PDF]

Cristina Coppola, Pietro Di Martino, Tiziana Pacelli and Cristina Sabena
Primary teachers’ affect: a crucial variable in the teaching of mathematics
[PDF]

Sonja Lutovac and Raimo Kaasila
Dialogue between past and future mathematical identities
[PDF]

Hanna Palmér
(In)consistent? The mathematics teaching of a novice primary school teacher
[PDF]

Päivi Portaankorva-Koivisto
Prospective mathematics teachers’ metaphors for mathematics, teaching, and the teacher’s role
[PDF]

Madis Lepik, Anita Pipere and Markku S. Hannula
Comparing mathematics teachers’ beliefs about good teaching: the cases of Estonia, Latvia and Finland
[PDF]

Igor’ Kontorovich and Boris Koichu
Feeling of innovation in expert problem posing
[PDF]

Innehåll: JH