NOMAD – 24(2), 2019
Volume 24, No 2, June 2019
[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.
Trond Stølen Gustavsen and Olav Gravir Imenes
Investigating the fit of a model for students’ understanding of fractions in a Norwegian context
Abdel Seidouvy, Ola Helenius and Maike Schindler
Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
[PDF] OPEN ACCESS
Skapad: 2019-06-19 kl. 16:09
NOMAD 24(2), 2019
Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation
This article reports from a case study which investigates a kindergarten teacher’s multimodal participation in a teaching-learning activity involving addition and counting. By multimodal participation the kindergarten teacher engages nine children (age 4.9–5.9) in mathematical discourse and supports their opportunities for learning. Implications for practice are that kindergarten teachers (and school teachers) can benefit from being consciously aware of the affects their bodily actions have on children’s mathematical reasoning and how they can engage children in mathematical discourse without having to ”teach” (i.e., tell) children mathematical concepts and relations. The article also considers how kindergarten teachers can prepare for a smooth transition to school by introducing children to mathematics through semi-structured activities.
Svanhild Breive defended her PhD thesis at University of Agder in June 2019. She has then been employed as Assistant Professor in Mathematics Education at University of South-Eastern Norway. Her key research interests are mathematics teaching and learning in kindergarten.
Skapad: 2019-06-19 kl. 16:04