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NOMAD sökresultat

  1. NOMAD 24(2), 2019

    University students’ general and specific beliefs about infinity, division by zero and denseness of the number line

    Kristina Juter

    Abstract
    A study of university students’ beliefs about infinity and related concepts, e.g. division by zero and denseness of the number line, was conducted. The concepts were chosen for the students’ proven cognitive challenge in coping with them, and part of the study was to analyze individual beliefs of the different concepts in relation to each other. A questionnaire was designed to discover relationships between pre- service teachers’ and technology students’ beliefs. Particular foci in the study were general and specific perspectives of the concepts and admission requirements for the programs. The results show incoherence with respect to general and specific representations of aspects concerning denseness of the number line, and also show that admission requirements are significant when it comes to validity of beliefs about division by zero.

    Kristina Juter
    Kristina Juter is Professor of Mathematics education at Kristianstad Uni- versity in Sweden. Her current research interests are students’ understandings of concepts related to calculus, pre-service mathematics teacher development and upper secondary school physics teachers’ use of mathematics in physics teaching.

    Skapad: 2019-06-20 kl. 08:52

  2. NOMAD – 24(2), 2019

    Volume 24, No 2, June 2019

    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.

    Editorial

    Trond Stølen Gustavsen and Olav Gravir Imenes
    Investigating the fit of a model for students’ understanding of fractions in a Norwegian context
    [PDF]

    Abdel Seidouvy, Ola Helenius and Maike Schindler
    Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
    [PDF] OPEN ACCESS

    Svanhild Breive
    Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation
    [PDF]

    Kristina Juter
    University students’ general and specific beliefs about infinity, division by zero and denseness of the number line
    [PDF]

    Skapad: 2019-06-19 kl. 16:09

  3. NOMAD 24(2), 2019

    University students’ general and specific beliefs about infinity, division by zero and denseness of the number line

    Kristina Juter

    Abstract
    A study of university students’ beliefs about infinity and related concepts, e.g. division by zero and denseness of the number line, was conducted. The concepts were chosen for the students’ proven cognitive challenge in coping with them, and part of the study was to analyze individual beliefs of the different concepts in relation to each other. A questionnaire was designed to discover relationships between pre- service teachers’ and technology students’ beliefs. Particular foci in the study were general and specific perspectives of the concepts and admission requirements for the programs. The results show incoherence with respect to general and specific representations of aspects concerning denseness of the number line, and also show that admission requirements are significant when it comes to validity of beliefs about division by zero.

    Kristina Juter
    Kristina Juter is Professor of Mathematics education at Kristianstad Uni- versity in Sweden. Her current research interests are students’ understandings of concepts related to calculus, pre-service mathematics teacher development and upper secondary school physics teachers’ use of mathematics in physics teaching.

    Skapad: 2019-06-19 kl. 16:08

  4. NOMAD 24(2), 2019

    Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation

    Svanhild Breive

    Abstract
    This article reports from a case study which investigates a kindergarten teacher’s multimodal participation in a teaching-learning activity involving addition and counting. By multimodal participation the kindergarten teacher engages nine children (age 4.9–5.9) in mathematical discourse and supports their opportunities for learning. Implications for practice are that kindergarten teachers (and school teachers) can benefit from being consciously aware of the affects their bodily actions have on children’s mathematical reasoning and how they can engage children in mathematical discourse without having to ”teach” (i.e., tell) children mathematical concepts and relations. The article also considers how kindergarten teachers can prepare for a smooth transition to school by introducing children to mathematics through semi-structured activities.

    Svanhild Breive
    Svanhild Breive defended her PhD thesis at University of Agder in June 2019. She has then been employed as Assistant Professor in Mathematics Education at University of South-Eastern Norway. Her key research interests are mathematics teaching and learning in kindergarten.

    Skapad: 2019-06-19 kl. 16:04

  5. NOMAD 24(2), 2019

    Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism

    Abdel Seidouvy, Ola Helenius and Maike Schindler

    Abstract
    Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and decisions are made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade students collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

    Abdel Seidouvy
    Abdel Seidouvy is PhD student at Örebro University, Sweden. His main research interest concerns statistics education, student collaboration, and inferentialism in statistics education.

    Ola Helenius
    Ola Helenius is a researcher and a designer of teaching sequences and professional development programs at the National Centre for Mathematics Education at University of Gothenburg. His main research interests concerns the epistemology, psychology and neuropsychology of elementary mathematics, and professional development of mathematics teachers and preschool teachers.

    Maike Schindler
    Maike Schindler has a PhD in mathematics education from TU Dortmund University, Germany. After her postdoc at Örebro University, Sweden, she became professor at the University of Cologne, Germany. Her main research interests relate to theories in mathematics education, learning difficulties and special education in mathematics, creativity and giftedness in mathematics, inclusive teaching and learning, and – methodically – the use of eye tracking in mathematics education.

    Skapad: 2019-06-19 kl. 15:59

  6. NOMAD 24(2), 2019

    Investigating the fit of a model for students’ understanding of fractions in a Norwegian context

    Trond Stølen Gustavsen and Olav Gravir Imenes

    Abstract
    To capture the complexity of students’ understanding of fractions, a model linking part-whole to the subconstructs ratio, operator, quotient and measure has been proposed. We ask if this model is compatible with students’ achievements in a Norwegian context. Responses from 638 students were analysed using structural equation modelling (SEM), and a good fit of the model was obtained after removing the ratio subconstruct. In particular, part-whole is seen to be important for operator, quotient and measure. Using qualitative analysis of interviews, we found reasoning associated with ratio, with a weak link to the part-whole subconstruct.

    Trond Stølen Gustavsen
    Trond Stølen Gustavsen is Professor of mathematics at the University of South-Eastern Norway and Professor of mathematics/mathematics education at the University of Bergen. He holds a Dr. Scient. degree from the University of Oslo and has done research in pure mathematics. Gustavsen is editor and co-author of textbooks for mathematics teacher education and his research interests include the teaching and learning of fractions and argumentation and proof.

    Olav Gravir Imenes
    Olav Gravir Imenes is Associate Professor of mathematics/mathematics education at Oslo Metropolitan University. He has a Ph.D. in mathematics from the University of Oslo in the subject of non-commutative algebraic geometry and has published research in mathematics education and contributed to textbooks for teacher education in mathematics. His research interests include non-commutative algebraic geometry and the teaching and learning of fractions.

    Skapad: 2019-06-19 kl. 15:47

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