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 […]
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Nu finns proceedings från SMDFs konferens MADIF-13. Den ingår i SMDFs skriftserie och kan laddas ner här. SMDF
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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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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 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 and
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
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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Programmet för höstens EMLA-seminarier (Early Mathematics Learning and Awareness) bjuder på tre tillfällen med färsk forskning om förskola, förskoleklass och åk 1-2, från såväl Sverige, Norge som Finland. Läs mer
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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
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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