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  1. NOMAD – 24(3-4), 2019

    Volume 24, No 3-4, November 2019

    e-NOMAD

    [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.

    Editorial

    Thomas Kaas
    Tilgange til tidlig algebra
    [PDF]

    Peter Hästö and Riikka Palkki
    Finnish students’ flexibility and its relation to speed and accuracy in equation solving
    [PDF]

    Anna-Maija Partanen and Pieti Tolvanen
    Developing a frame for analysing different meanings of the concept of variable mediated by tasks in elementary-school mathematics textbooks
    [PDF]

    Inger Eriksson, Sanna Wettergren, Jenny Fred, Anna-Karin Nordin, Martin Nyman och Torbjörn Tambour
    Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 5
    [PDF]

    Jenny Fred
    Att designa för elevers deltagande i ett algebraiskt arbete – elever i årskurs 2 och 3 utforskar visuellt växande mönster
    [PDF]

    Helena Eriksson
    Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities
    [PDF]

    Cecilia Kilhamn and Ann-Sofi Röj-Lindberg
    Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice
    [PDF]

    Skapad: 2019-11-27 kl. 16:33

  2. NOMAD 24(3-4), 2019

    Algebraic thinking and level of generalisation: students’ experiencing of comparisons of quantities

    Helena Eriksson

    Abstract
    This article explores grade 1 students’ different ways of experiencing quantity comparisons after participating in teaching designed as a learning activity using tasks from the Davydov curriculum. A phenomenographic analysis generated three hierarchical ways of experiencing comparisons: counting numerically, relating quantities, and conserving relationships. The first category comprises arithmetic ways of thinking, whereas the second and third categories comprise algebraic ways of thinking. Algebraic thinking was identified as reflections on relationships between quantities at different levels of generalisation. The implications of these results in relation learning activity theory are discussed.

    Helena Eriksson
    Helena Eriksson is a PhD student at the Department of Mathematics and Science Education, Stockholm university. Her PhD-project concerns learning activity as a framework for designing teaching as well as a framework for research. Helena is engaged in teacher education at Dalarna University and is a teacher for special needs education in the municipality of Borlänge.

    Skapad: 2019-11-27 kl. 16:27

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