NOMAD – 24(1), 2019
Volume 24, No 1, March 2019
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Annika Pettersson, Yvonne Liljekvist and Jorryt van Bommel
Studying concept elements as a way to trace students’ conceptual understanding
Kajsa Bråting, Lars Madej and Kirsti Hemmi
Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks
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Skapad: 2019-02-15 kl. 14:20
NOMAD 24(1), 2019
Literature review of mathematics teaching design for problem solving and reasoning
To characterize teaching designs intended to enhance students’ problem solving and reasoning skills or to develop other mathematical competencies via problem solving and reasoning, a literature review was conducted of 26 articles published in seven top-ranked journals on mathematics education from 2000 to 2016. Teaching designs were characterized by a) the educational goals of the designs, b) the claims about how to reach these goals, and c) the empirical and theoretical arguments underlying these claims. Thematic analysis was used to analyze the retrieved articles. All but two studies had goals concerned with developing students’ mathematical competencies. The overarching ideas of the identified emergent claims regarding the achievement of stipulated goals, concerned scaffolding students’ learning and letting students construct their own mathematics. Four recurring theoretical arguments were found to support emergent claims: hypothetical learning trajectories, realistic mathematics education, theory of didactical situations and zone of proximal development.
Johan Sidenvall, post-graduate student at the Department of Science and Mathematics Education, and Umeå Mathematics Education Research Centre (UMERC), Umeå University, Sweden. His research interest is how and under what conditions mathematical teaching, aimed at supporting students’ own construction of solutions via reasoning, may lead to more e ective learning.
Skapad: 2019-02-15 kl. 14:03