På grund av pandemin ber vi dig ringa 031 786 2206 innan du besöker oss!

NOMAD sökresultat

  1. 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

    Svanhild Breive
    Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation

    Kristina Juter
    University students’ general and specific beliefs about infinity, division by zero and denseness of the number line

    Skapad: 2019-06-19 kl. 16:09

  2. NOMAD 24(2), 2019

    Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism

    Abdel Seidouvy, Ola Helenius and Maike Schindler

    Students’ peer collaboration efforts in mathematics and statistics is a topic that has increasingly gained attention in research. In any collaboration, authority relations play a role for how meaning is constituted: Whenever things are discussed and decisions are made, authority is involved in a sense that some arguments or persons may be more convincing and powerful than others. In this article, we investigate how authority changes dynamically in type and in distribution as groups of fifth grade students collaborate in data generation processes. We identify and categorize authority using an epistemological framework, which is based on the philosophical theory of inferentialism. The results show that the three different types of authority described in inferentialism are all identifiable in students’ collaborative work. We also find and categorize further types of authority connected to the statistics group work, some of which are hardly addressed in previous research.

    Abdel Seidouvy
    Abdel Seidouvy is PhD student at Örebro University, Sweden. His main research interest concerns statistics education, student collaboration, and inferentialism in statistics education.

    Ola Helenius
    Ola Helenius is a researcher and a designer of teaching sequences and professional development programs at the National Centre for Mathematics Education at University of Gothenburg. His main research interests concerns the epistemology, psychology and neuropsychology of elementary mathematics, and professional development of mathematics teachers and preschool teachers.

    Maike Schindler
    Maike Schindler has a PhD in mathematics education from TU Dortmund University, Germany. After her postdoc at Örebro University, Sweden, she became professor at the University of Cologne, Germany. Her main research interests relate to theories in mathematics education, learning difficulties and special education in mathematics, creativity and giftedness in mathematics, inclusive teaching and learning, and – methodically – the use of eye tracking in mathematics education.

    Skapad: 2019-06-19 kl. 15:59

NCM:s och Nämnarens webbplats