NOMAD

Skapad: 2006-05-08. Ändrad: 2016-12-12  

NOMAD



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Information in English

[PDF] – links to the full text pdf of the article. Access to the two most recent volumes are password protected. Use "Open access" to the left for older articles.



Aktuellt nummer/Current issue

Volume 21, No 4, December 2016

Editorial

Tamsin Meaney
Locating learning of toddlers in the individual/society and mind/body divides
[PDF]

Julie Sarama, Douglas H. Clements, Christopher B. Wolfe and Mary Elaine Spitler
Professional development in early mathematics: effects of an intervention based on learning trajectories on teachers’ practices
[PDF]

Elin Reikerås
Central skills in toddlers’ and pre-schoolers’ mathematical development, observed in play and everyday activities
[PDF]

Per-Einar Sæbbe and Reidar Mosvold
Initiating a conceptualization of the professional work of teaching mathematics in kindergarten in terms of discourse
[PDF]

Jorryt van Bommel and Hanna Palmér
Young children exploring probability – with focus on their documentations
[PDF]

Camilla Björklund and Wolmet Barendregt
Teachers’ pedagogical mathematical awareness in diverse child-age-groups
[PDF]

Trude Fosse
What characterises mathematical conversations in a Norwegian kindergarten?
[PDF]

Ola Helenius, Maria L. Johansson, Troels Lange, Tamsin Meaney and Anna Wernberg
Measuring temperature within the didaktic space of preschool
[PDF]

Hanna Palmér and Camilla Björklund
Different perspectives on possible – desirable – plausible mathematics learning in preschool
[PDF]

Innehåll: JH