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

    Culturally based mathematics tasks: a framework for designing tasks from traditional Kven artefacts and knowledge

    Hilja L. Huru, Anna-Kaisa Räisänen and Anita Movik Simensen

    This article discusses mathematical and cultural task design to support minority and endangered languages and cultures. More precisely, we propose a theoretical framework to design mathematical tasks for language immersion in mathematics for Kven students. Drawing on previous studies, we suggest that traditional tools have the potential to support the learning of mathematics, language, and culture. One challenge for endangered languages and cultures is that the younger generations may have lost connections with their traditional language and culture. We argue that the older generations can mediate authentic aspects of Kven culture to students, which then become historical-cultural authentic (HiCuA) aspects.

    Hilja L. Huru
    Hilja L. Huru is a professor in mathematics at OsloMet – Oslo Metropolitan Univerity and UiT – The Arctic University og Norway. Her background is in pure mathematics with a PhD in non-commutative algebra connected to mathematical physics. Her research interest also includes multicultural classrooms with a focus on pressured minorities and indegenous mathematics.

    Anna-Kaisa Räisänen
    Anna-Kaisa Räisänen is a language advisor at the Kainun institute – Kvensk institutt, Norway and a doctoral student at the University of Oulu, Finland. She is involved with language education programs for Kven language and leads Kven language nests projects in northern Norway. Her main research interests are sociolinguistics and language policy as well as language revitalization and language vitality.

    Anita Movik Simensen
    Anita Movik Simensen is assistant professor of mathematics education at UiT – The Arctic University of Norway. Her research interests include mathematics education in inclusive classrooms, indigenous mathematics, and the use of natural outdoor learning environments as setting for young children’s (age 1–6) mathematical experiences.

    Skapad: 2018-11-06 kl. 10:55

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