NOMAD – 22 (4)

Volume 22, No 4, December 2017

Volume 22, No 4, December 2017



Simon Goodchild and Barbara Jaworski
Developing practice through research into university mathematics education

Angeliki Mali and Georgia Petropoulou
Characterising undergraduate mathematics teaching across settings and countries: an analytical framework

Suela Kacerja, Toril Eskeland Rangnes, Rune Herheim, Meinrad Pohl, Inger Elin Lilland and Ragnhild Hansen
Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points

Mervi A. Asikainen, Antti Viholainen, Mika Koponen and Pekka E. Hirvonen
Finnish entry-level students’ views of teacher knowledge and the characteristics of a good mathematics teacher

Sinéad Breen, Niclas Larson, Ann O’Shea and Kerstin Pettersson
A study of students’ concept images of inverse functions in Ireland and Sweden

Margrethe Naalsund and Joakim Skogholt
Oral presentations as a tool for promoting metacognitive regulation in real analysis

Stephanie Treffert-Thomas, Olov Viirman, Paul Hernandez-Martinez and Yuriy Rogovchenko
Mathematics lecturers’ views on the teaching of mathematical modelling

Ian Jones and David Sirl
Peer assessment of mathematical understanding using comparative judgement

Barbro Grevholm

Innehåll: JH