Johan Häggström

Nytt nummer av NOMAD, Nordisk MatematikkDidaktikk

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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]

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NOMAD – 27 (2)

NOMAD /

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

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NOMAD – 27 (1)

NOMAD /

Volume 27, No 1, June 2022 e-NOMAD Links display the full text pdf. Editorial Tomas Bergqvist and Mathias Norqvist Abstract: Creative and algorithmic reasoning – the role of strategy choices in practice and test Jan Olsson and Denice D’Arcy Abstract: Students’ reasoning and feedback from a teacher Ingeborg Katrin Lid Berget Abstract: Mathematical modelling in

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NOMAD – 26 (3-4)

NOMAD /

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 and

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Nytt nummer av NOMAD, Nordisk Matematikkdidaktikk

Omvärldsbevakning /

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

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NOMAD – 26 (2)

NOMAD /

Volume 26, No 2, June 2021 e-NOMAD     Editorial Dorte Moeskær Larsen and Morten Misfeldt Fostering mathematical reasoning in inquiry-based teaching – the role of cognitive conflicts Tomi Kärki, Jake Mcmullen and Erno Lehtinen Designing a game-based environment for enhancing rational number knowledge Beate Nergård and Kjersti Wæge Effective mathematical communication in play-based activities:

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NOMAD – 26 (1)

NOMAD /

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 do

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Nytt nummer av NOMAD

Omvärldsbevakning /

Årets sista nummer av NOMAD, Nordisk MatematikkDidaktikk, är här! Det är ett tematiskt dubbelnummer med sex artiklar. Temat är “special needs education in mathematics”. Redaktörer för detta nummer: Anette Bagger, Örebro University Ingemar Holgersson, Kristianstad University Elin Reikerås, University of Stavanger Ewa Bergqvist, Umeå University   NOMAD nr 3–4, 2020 Lena Lindenskov and Pia Beck

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NOMAD – 25 (3-4)

NOMAD /

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 What

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