NOMAD sökresultat

  1. NOMAD 22(3), 2017

    Analysing genomgång: a Swedish mathematics teaching lesson event

    Paul Andrews and Niclas Larson

    In this paper, drawing on group interviews focused on Swedish upper secondary students’ perspectives on school mathematics, we analyse participants’ use of the noun genomgång. Loosely translated as a ”whole class event during which the teacher goes through something” and for which there is no English equivalent, the word was used by both interviewers and interviewees even when referring to di erent forms of whole class activity. Analyses identi ed four broad categories of genomgång based on their form and function. With respect to form, genomgångs were either transmissive or participative. With respect to function they were either instructional or problem solving.

    Paul Andrews
    Paul Andrews is Professor of Mathematics Education at Stockholm University. His current research is focused on the development of foundational number sense in year one students in England and Sweden (a project funded by the Swedish Research Council); Cypriot, Norwegian and Swedish teacher education students’ understanding of linear equations; Norwegian and Swedish upper secondary students’ perspectives on the nature and purpose of school mathematics; and the extent to which PISA misreports Swedish students’ mathematical competence.

    Niclas Larson
    Niclas Larson is an associate professor at the Department of Mathematical Sciences, University of Agder, Kristiansand, Norway. His research interest lies in the teaching and learning of mathematics at secondary or university level. Current projects deal with students’ understanding of proof by mathematical induction and the understanding of the concept of inverse function respectively. His methodological and theoretical standpoints are varied and driven by current research questions.

    Skapad: 2017-09-21 kl. 01:00

  2. NOMAD – 22(3), 2017

    Volume 22, No 3, September 2017


    [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.


    Sharada Gade

    Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study


    Torulf Palm, Catarina Andersson, Erika Boström and Charlotta Vingsle

    A review of the impact of formative assessment on student achievement in mathematics


    Andreas Eckert

    Theorizing the interactive nature of teaching mathematics: contributing to develop contributions as a metaphor for teaching


    Annette Hessen Bjerke

    The development of pre-service teachers’ self-efficacy in teaching mathematics


    Paul Andrews and Niclas Larson

    Analysing genomgång: a Swedish mathematics teaching lesson event


    Innehåll: JH

    Skapad: 2017-09-20 kl. 01:00

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