Volume 27, No 2, June 2022 e-NOMAD Links display the full text pdf. Editorial Camilla Normann Justnes and Reidar Mosvold Scrutinizing Norwegian kindergarten teachers’ considerations about talk moves Morten Bjørnebye Full-body interaction in young children’s modelling of counting-based addition Aleksandra Hara Fadum og Helga Kufaas Tellefsen Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra
Volume 24, No 2, June 2019 e-NOMAD Links display the full text pdf. Editorial 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 […]
Volume 24, No 3-4, November 2019 e-NOMAD Links display the full text pdf. Editorial Thomas Kaas Tilgange til tidlig algebra Peter Hästö and Riikka Palkki Finnish students’ flexibility and its relation to speed and accuracy in equation solving Anna-Maija Partanen and Pieti Tolvanen Developing a frame for analysing different meanings of the concept of […]
Volume 25, No 2, March 2020 e-NOMAD Links display the full text pdf. Editorial Natasja Steen, Matilde Stenhøj Madsen og Tomas Højgaard Potentialer og begrænsninger ved anvendelse af lærebøger i matematikundervisningen: resultater fra et systematisk review Paul Andrews Swedish primary teacher education students’ perspectives on linear equations Kristina Palm Kaplan and Johan Prytz Conservative […]
Volume 25, No 3-4, October 2020 e-NOMAD Links display the full text pdf. Editorial Lena Lindenskov and Pia Beck Tonnesen A logical model for interventions for students in mathematics difficulties – improving professionalism and mathematical confidence Juuso Henrik Nieminen Student conceptions of assessment accommodations in university mathematics: an analysis of power Leif Bjørn Skorpen […]
Volume 26, No 1, March 2021 e-NOMAD Links display the full text pdf. Editorial Malin Norberg Exercise design in mathematics textbooks: the case of subtraction Susanne Johansson, Camilla Björklund och Anne Kultti Att utmana barns taluppfattning i en matematikaktivitet i förskolan Ove Gunnar Drageset Exploring student explanations: What types can be observed, and how […]
Volume 25, No 1, March 2020 e-NOMAD Links display the full text pdf. Editorial Camilla Sjölander Nordin Avtryck i problemlösningsundervisning – en fenomenografisk studie Raimundo Elicer Meanings of decision-making in probability and statistics: comparing Chilean and Danish upper secondary school curricula Helge Fredriksen and Said Hadjerrouit Exploring engineering students’ participation in flipped mathematics classroom: […]
Volume 26, No 3-4, October 2021 e-NOMAD Links display the full text pdf. Editorial Camilla Björklund and Anna-Lena Ekdahl Learning to teach mathematics in preschool through theory-driven interventions Inger Eriksson, Jenny Fred, Anna-Karin Nordin, Martin Nyman and Sanna Wettergren Tasks, tools, and mediated actions – promoting collective theoretical work on algebraic expressions Janne Fauskanger […]
Volume 27, No 1, June 2022 e-NOMAD Links display the full text pdf. Editorial Tomas Bergqvist and Mathias Norqvist Creative and algorithmic reasoning – the role of strategy choices in practice and test Jan Olsson and Denice D’Arcy Students’ reasoning and feedback from a teacher Ingeborg Katrin Lid Berget Mathematical modelling in textbook tasks […]
Volume 27, No 4, December 2022 Links display the full text pdf. Editorial Salla Pehkonen, Antti Lehtinen, Pasi Nieminen and Markus Hähkiöniemi Adaptive number knowledge among primary school students of various ages Odd Tore Kaufmann and Andreas Ryve Transition between discourses – portraying teaching practices in collegial discussions Innehåll: Johan Häggström
