Skapad: 2014-10-22. Ändrad: 2014-10-22 NOMAD – 19(3-4), 2014 Tidigare nummerPrevious issuesArray Nummer/Issue 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 Utskriftsvänlig version
