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NOMAD – 23(3-4), 2018

Volume 23, No 3-4, November 2018

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Editorial

Tamsin Meaney and Toril Eskeland Rangnes
Language diversity in mathematics education in the Nordic countries 2008–2018
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Eva Norén and Petra Svensson Källberg
Fabrication of newly-arrived students as mathematical learners
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Petra Svensson Källberg
Identity formations as mathematical learners in the context of transition
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Marie Sjöblom
Developing mathematical reasoning by using questions in a multilingual mathematics classroom
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Maria Ahlholm and Päivi Portaankorva-Koivisto
The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks
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Jöran Petersson
Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
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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
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Mette Hjelmborg and Ane Fleischer
En registeranalyse af centrale matematiske begreber i en grønlandsk kontekst
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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
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Dorota Lembrér
Polish parents’ views on mathematics activities at home and in Swedish preschools
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Troels Lange and Tamsin Meaney
Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
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Andrea Eikset and Tamsin Meaney
When does a difference make a difference? Teaching about language diversity in mathematics teacher education
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Susanne Prediger
Multilingual issues in Nordic mathematics education – What is achieved and where to go next?
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Skapad: 2018-11-06 kl. 11:33

NOMAD 23(3-4), 2018

Bishop Sámegillii – utfordringer ved oversetting av matematikkdidaktisk fagterminologi

Anne Birgitte Fyhn, Ellen J. Sara Eira, Ole Einar Hætta, Inga Anne Marit Juuso, Siv Ingrid Nordkild og Ellen Margrethe Skum

Sammenfatning
I artikkelen belyser vi kulturelle og språklige utfordringer som kan oppstå når teoretiske begreper fra matematikkdidaktisk forskning oversettes til et språk og en kultur som er ernt fra språket og kulturen der begrepene ble utviklet. I samarbeid med forskere oversatte lærere ved Guovdageainnu nuoraidskuvla/Kautokeino ungdomsskole et matematikkdidaktisk rammeverk fra engelsk til nordsamisk. Vi fokuserer på oversetting av aktiviteten locating som inngår i rammeverket. Locating omfatter grunnlaget for elevers utvikling av romlig forståelse. Vi bidrar også til diskusjonen om hvorvidt hovedområdene i matematikklæreplanen skal utformes som verb eller substantiver.

Abstract
In this article we enlighten cultural and linguistic challenges that may occur when concepts from mathematics education are translated into a language and a culture that is far from the language and the culture where the concepts were developed. In cooperation with researchers, teachers at Guovdageainnu nuoraidskuvla/Kautokeino lower secondary school translated a mathematics education framework into North Sámi. We focus on translations of the activity locating, which is part of this framework. Locating constitutes the basis for students’ development of spatial understanding. We also contribute to the discussion about whether the national mathematics curriculum’s content areas should be verbs or nouns.

Anne Birgitte Fyhn
Anne Birgitte Fyhn is professor in mathematics education at UiT, the Arctic University of Norway, Tromsø. She holds a professor II position at Sámi Allaskuvla/ Sámi University of Applied Sciences. Her main research interests are relations between mathematics education and culture.

Ellen J. Sara Eira
Ellen J. Sara Eira is principal of Guovdageainnu nuoraidskuvla. She has taught mathematics in Sámi for 35 years and she taught Sámi at Sámi Allaskuvla/Sámi University of Applied Sciences for two years. Since 2010, she is mathematics sensor for the national compulsory school exam. From 1983–1998 she was member of the national exam group in Sámi at upper and lower secondary level.

Ole Einar Hætta
Ole Einar Hætta is mathematics teacher at Guovdageainnu nuoraidskuvla. He has been sensor at the Sámi mathematics exam for the compulsory school for ten years. He was member of the 2017 national curriculum group that worked out core elements in mathematics. He is master student in mathematics education at UiT, the Arctic University of Norway.

Inga Anne Marit Juuso
Inga Anne Marit Juuso is mathematics teacher at Guovdageainnu nuoraidskuvla. She also teaches duodji (Sámi handicraft). She is master student in mathematics education at UiT, the Arctic University of Norway.

Siv Ingrid Nordkild
Siv Ingrid Nordkild is Ph.D. student at UiT-The Arctic University of Norway, Campus Tromsø. Her Ph.D. is based in mathematics education in the North Sámi area in Norway. Her research interests are culture based mathematics education and indigenous related issues in education. She is educated as an electrical engineer with Master’s degree in pedagogy.

Ellen Margrethe Skum
Ellen Margrethe Skum is vice principal of Guovdageainnu nuoraidskuvla. She teaches Sámi language and duodji (Sámi handicraft). She uses her competencies in Sámi tradition and culture, among others from reindeer husbandry, in her teaching.

Skapad: 2018-11-06 kl. 11:12