NOMAD – 19(3-4), 2014

Skapad: 2014-10-22. Ändrad: 2014-10-22  

NOMAD – 19(3-4), 2014



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Volume 19, No 3-4, October 2014

Editorial

Mark Hoover, Reidar Mosvold and Janne Fauskanger
Common tasks of teaching as a resource for measuring professional content knowledge internationally
[PDF]

Björg Jóhannsdóttir and Berglind Gísladóttir
Exploring the mathematical knowledge of prospective elementary teachers in Iceland using the MKT measures
[PDF]

Janne Fauskanger and Reidar Mosvold
Studying teachers’ knowledge by the use of multiple-choice items: the case of ”I’m not sure”
[PDF]

Hege Kaarstein
Norwegian mathematics teachers’ and educational researchers’ perception of MPCK items used in the TEDS-M study
[PDF]

Cecilia Kilhamn
When does a variable vary? Identifying mathematical content knowledge for teaching variables
[PDF]

Frode Opsvik og Leif Bjørn Skorpen
Matematisk kvalitet i undervisning
[PDF]

Bodil Kleve and Ida Heiberg Solem
Aspects of a teacher’s mathematical knowledge in his orchestration of a discussion about rational numbers
[PDF]

Arne Jakobsen, C. Miguel Ribeiro and Maria Mellone
Norwegian prospective teachers’ MKT when interpreting pupils’ productions on a fraction task
[PDF]

Ove Gunnar Drageset
Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting
[PDF]

Bjørn Smestad, Uffe Thomas Jankvist and Kathleen Clark
Teachers’ mathematical knowledge for teaching in relation to the inclusion of history of mathematics in teaching
[PDF]

Jorryt van Bommel
The teaching of mathematical knowledge for teaching – a learning study of primary school teacher education
[PDF]


Innehåll: JH