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
Maria Ahlholm and Päivi Portaankorva-Koivisto
The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks
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
Andrea Eikset and Tamsin Meaney
When does a difference make a difference? Teaching about language diversity in mathematics teacher education
[PDF] OPEN ACCESS
Skapad: 2018-11-06 kl. 11:33
NOMAD 23(3-4), 2018
Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
Troels Lange and Tamsin Meaney
In this article, the results are presented from a survey of parents’ views about the digital games that their young multilingual children play. Previous research has indicated that parents struggled to describe how their children were learning from playing digital games. The results from this study indicate that parents could provide information about the digital games and the mathematical language they invoked. This information could be useful in developing playful, digital games that support multilingual children to talk about mathematics. The survey also provides insights into the follow-up qualitative research studies that are needed to support the development of new digital games.
Troels Lange is professor in mathematics education at Western Norway University of Applied Sciences in Bergen, Norway. He has a long standing interest in children ́s perceptions of mathematics education and societal issues that in uence the views of parents, teachers and politicians about mathematics education for young children.
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. 11:18