NOMAD – 24 (2)

Volume 24, No 2, June 2019


Access to 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