På grund av pandemin ber vi dig ringa 031 786 2206 innan du besöker oss!

NOMAD sökresultat

  1. NOMAD – 23(3-4), 2018

    Volume 23, No 3-4, November 2018


    [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.


    Tamsin Meaney and Toril Eskeland Rangnes
    Language diversity in mathematics education in the Nordic countries 2008–2018

    Eva Norén and Petra Svensson Källberg
    Fabrication of newly-arrived students as mathematical learners

    Petra Svensson Källberg
    Identity formations as mathematical learners in the context of transition

    Marie Sjöblom
    Developing mathematical reasoning by using questions in a multilingual mathematics classroom

    Maria Ahlholm and Päivi Portaankorva-Koivisto
    The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks

    Jöran Petersson
    Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax

    Hilja L. Huru, Anna-Kaisa Räisänen and Anita Movik Simensen
    Culturally based mathematics tasks: a framework for designing tasks from traditional Kven artefacts and knowledge

    Mette Hjelmborg and Ane Fleischer
    En registeranalyse af centrale matematiske begreber i en grønlandsk kontekst

    Anne Birgitte Fyhn, Ellen J. Sara Eira, Ole Einar Hætta, Inga Anne Marit Juuso, Siv Ingrid Nordkild og Ellen Margrethe Skum
    Bishop Sámegillii – utfordringer ved oversetting av matematikkdidaktisk fagterminologi

    Dorota Lembrér
    Polish parents’ views on mathematics activities at home and in Swedish preschools

    Troels Lange and Tamsin Meaney
    Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?

    Andrea Eikset and Tamsin Meaney
    When does a difference make a difference? Teaching about language diversity in mathematics teacher education

    Susanne Prediger
    Multilingual issues in Nordic mathematics education – What is achieved and where to go next?

    Skapad: 2018-11-06 kl. 11:33

  2. NOMAD 23(3-4), 2018

    The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks

    Maria Ahlholm and Päivi Portaankorva-Koivisto

    A lack of knowledge of the language of instruction is often believed to be the main reason for low achievement among students with an immigrant background. We regard language as a tripartite unit comprising aspects of concept formation, pragmatic language usage and the linguistic form. In this theoretical framework, we report two case studies of bilingual, Russian and Finnish speaking students’ explanations of their procedures while solving mathematical tasks. The students’ linguistic processing varied in terms of conceptualization, pragmatic meaning-making and grammatical form. In a bilingual context, the labelling of concepts and meaning-making through argumentation are simultaneously processed in two languages.

    Maria Ahlholm
    Maria Ahlholm is a University lecturer (PhD) in the Faculty of Educational Sciences at the University of Helsinki, and an adjunct professor in Finnish language, especially applied linguistics. Ahlholm is interested in the multilingual socialisation process of emerging second language.

    Päivi Portaankorva-Koivisto
    Päivi Portaankorva-Koivisto is a University lecturer (PhD) of mathematics didactics in the Faculty of Educational Sciences at the University of Helsinki. Portaankorva-Koivisto is interested in developing mathematics teacher education and teachers’ awareness of the language factor in teaching and learning mathematics.

    Skapad: 2018-11-06 kl. 10:49

Do NOT follow this link or you will be banned from the site!