NOMAD sökresultat

  1. NOMAD – 23(3-4), 2018

    Volume 23, No 3-4, November 2018


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    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

    When does a difference make a difference? Teaching about language diversity in mathematics teacher education

    Andrea Eikset and Tamsin Meaney

    There has been little attention in mathematics education research about how to include issues to do with language diversity in teacher education. This paper describes the process used by two teacher educators to examine their own practices of linking multilingual perspectives to mathematics education in their work with preservice teachers. By systematically analysing their discussion about a three-hour, mathematics-teacher-education workshop on proportional thinking, the teacher educators were able to identify a series of Discourses. They considered that these Discourses underlay their decision making about how language diversity could be raised with preservice teachers. The results highlight the complexity connected to raising language diversity issues in mathematics teacher education. For example, deciding what challenging content should be provided to preservice teachers is a ected by the need to develop relationships with them as well as managing their learning. Joint re ection by the teacher educators was needed to ensure that the aim of challenging preservice teachers about how to deal with language diversity issues in mathematics classrooms could be achieved.

    Andrea Eikset
    Andrea Eikset is an assistant professor working at Western Norway University of Applied Sciences in Bergen. Her academic background is in mathematics didactics, and her main research interests are mathematics in early childhood education, diversity and sustainable development. This is also connected to teacher educators own professional development.

    Tamsin Meaney
    Tamsin Meaney is professor in mathematics education at Western Norway University of Applied Sciences in Bergen, Norway. She has written journal articles on language diversity in mathematics education for twenty years.

    Skapad: 2018-11-06 kl. 11:20

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