Nytt nummer av NOMAD, Nordisk MatematikkDidaktikk

NOMAD nr 4, 2022 har kommit!

Innehåll:

Adaptive number knowledge among primary school students of various ages
Salla Pehkonen, Antti Lehtinen, Pasi Nieminen and Markus Hähkiöniemi

Transition between discourses – portraying teaching practices in collegial discussions
Odd Tore Kaufmann and Andreas Ryve

»»» Läs vidare [NOMAD]

Tematiskt nummer av NOMAD 2024

It is a tradition that the last issue of NOMAD each year is a thematic issue with invited guest editors. The intention of a thematic issue is to bring together researchers with a certain interest from all Nordic and Baltic countries.

The theme for 2024 is Mathematics teachers’ professional identities. Deadline for submissions of abstracts is Decemember 15, 2022. Read more in the Call for papers.

Call for papers

Nytt nummer av NOMAD, Nordisk MatematikkDidaktikk

NOMAD nr 2, 2022 har kommit!

Innehåll:

Scrutinizing Norwegian kindergarten teachers’ considerations about talk moves
Camilla Normann Justnes and Reidar Mosvold

Full-body interaction in young children’s modelling of counting-based addition
Morten Bjørnebye

Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra
Aleksandra Hara Fadum og Helga Kufaas Tellefsen

»»» Läs vidare [NOMAD]

NOMAD – 27(2), 2022

Volume 27, No 2, June 2022

e-NOMAD

Access to the two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

Editorial

Camilla Normann Justnes and Reidar Mosvold
Scrutinizing Norwegian kindergarten teachers’ considerations about talk moves
[Full text. Subscribers only]

Morten Bjørnebye
Full-body interaction in young children’s modelling of counting-based addition
[Full text. Subscribers only]

Aleksandra Hara Fadum og Helga Kufaas Tellefsen
Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra
[Full text. Subscribers only]

NOMAD – 27(1), 2022

Volume 27, No 1, June 2022

e-NOMAD

Access to the two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

Editorial

Tomas Bergqvist and Mathias Norqvist
Creative and algorithmic reasoning – the role of strategy choices in practice and test
[Full text. Subscribers only]

Jan Olsson and Denice D’Arcy
Students’ reasoning and feedback from a teacher
[Full text. Subscribers only]

Ingeborg Katrin Lid Berget
Mathematical modelling in textbook tasks and national examination in Norwegian upper secondary school
[Full text. Subscribers only]

Ola Helenius and Linda Marie Ahl
Gérard Vergnaud in action
[Full text. Subscribers only]

NOMAD – 26(3-4), 2021

Volume 26, No 3-4, October 2021

e-NOMAD

Access to the two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

Editorial

Camilla Björklund and Anna-Lena Ekdahl
Learning to teach mathematics in preschool through theory-driven interventions
[Full text. Subscribers only]

Inger Eriksson, Jenny Fred, Anna-Karin Nordin, Martin Nyman and Sanna Wettergren
Tasks, tools, and mediated actions – promoting collective theoretical work on algebraic expressions
[Full text. Subscribers only]

Janne Fauskanger and Raymond Bjuland
Opportunities to learn ambitious mathematics teaching from co-planning instruction
[Full text. Subscribers only]

Charlotte Krog Skott, Louise Laursen Falkenberg and Ida Redder Honoré
New mathematics teachers’ learning when participating in induction on mathematics education – a case study of two lower secondary teachers
[Full text. Subscribers only]

Pernilla Mårtensson and Anna-Lena Ekdahl
Variation theory and teaching experiences as tools to generate knowledge about teaching and learning mathematics – the case of pre-service teachers
[Full text. Subscribers only]

Hanna Palmér and Jorryt van Bommel
Teachers’ participation in practice based research – a methodological retrospect
[Full text. Subscribers only]

Anna Ida Säfström, Björn Palmberg, Carina Granberg, Johan Sidenvall and Johan Lithner
Initiating teacher-researcher collaboration to support students’ mathematical problem-solving
[Full text. Subscribers only]

Anita Tyskerud
Utvikling av matematikkundervisning – en kommognitiv analyse av rutiner i klasserommet
[Full text. Subscribers only]

Mark Hoover and Deborah Loewenberg Ball
Practice-based research on the teaching of mathematics: progress and imperatives for the future
[Full text. Subscribers only]

Hamsa Venkat
Practice-based research on mathematics teaching: A developmental turn?
[Full text. Subscribers only]

Nytt nummer av NOMAD, Nordisk Matematikkdidaktikk

NOMAD nr 3-4, 2021 är ett tematisk nummer med tio artiklar.

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 and Raymond Bjuland
Opportunities to learn ambitious mathematics teaching from co-planning instruction

Charlotte Krog Skott, Louise Laursen Falkenberg and Ida Redder Honoré
New mathematics teachers’ learning when participating in induction on mathematics education – a case study of two lower secondary teachers

Pernilla Mårtensson and Anna-Lena Ekdahl
Variation theory and teaching experiences as tools to generate knowledge about teaching and learning mathematics – the case of pre-service teachers

Hanna Palmér and Jorryt van Bommel
Teachers’ participation in practice based research – a methodological retrospect

Anna Ida Säfström, Björn Palmberg, Carina Granberg, Johan Sidenvall and Johan Lithner
Initiating teacher-researcher collaboration to support students’ mathematical problem-solving

Anita Tyskerud
Utvikling av matematikkundervisning – en kommognitiv analyse av rutiner i klasserommet

Mark Hoover and Deborah Loewenberg Ball
Practice-based research on the teaching of mathematics: progress and imperatives for the future

Hamsa Venkat
Practice-based research on mathematics teaching: A developmental turn?

Vissa artiklar kan endast läsas av prenumeranter. Alla artiklar äldre än två år är Open Access.
Nordisk Matematikkdidaktikk, NOMAD – Nordic Studies in Mathematics Education – är en tidskrift för forskning och utvecklingsarbete i matematikämnets didaktik. Den vänder sig till alla som är intresserade av att följa utvecklingen inom detta kunskapsområde och till institutioner och miljöer som bedriver forskning, utvecklingsarbete och undervisning i matematikämnets didaktik.

NOMAD – Aktuellt nummer

NOMAD – 26(2), 2021

Volume 26, No 2, June 2021

e-NOMAD

Access to the two most recent volumes are password protected. Use “Open access” in the menu for full text of older articles.

Editorial

Dorte Moeskær Larsen and Morten Misfeldt
Fostering mathematical reasoning in inquiry-based teaching – the role of cognitive conflicts
[Full text. Subscribers only]

Tomi Kärki, Jake Mcmullen and Erno Lehtinen
Designing a game-based environment for enhancing rational number knowledge
[Full text. Subscribers only]

Beate Nergård and Kjersti Wæge
Effective mathematical communication in play-based activities: a case study of a Norwegian preschool
[Full text. Subscribers only]

Åsa Wedin
Languaging in mathematics classrooms – space for students’ varied language repertoires in the Language introduction program in Sweden
[Full text. Subscribers only]