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: a […]
Årets sista nummer av NOMAD är ett tematiskt dubbelnummer med 7 artiklar. Temat är forskning om lärande och undervisning i algebra. Tilgange til tidlig algebra Thomas Kaas Finnish students’ flexibility and its relation to speed and accuracy in equation solving Peter Hästö and Riikka Palkki Developing a frame for analysing different meanings of the concept
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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 variable
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 on
ALM26 Conference Den 26:e konferensen Adults Learning Mathematics Conference äger rum i Lund 7–10 juli, 2019. Fram till 28 april kan du som vill medverka lämna in förslag på presentation. Läs mer på konferensens webbsida
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Nu har arbetet med NOMADs tematiska nummer år 2021 börjat. Temat är Praxis-nära matematikdidaktisk forskning. Ambitionen är att i detta nummer kunna presentera en aktuell bild av Nordisk forskning inom detta fält. Mer information finns i inbjudan att medverka. Thematic issue 2021 – Call-for-papers
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Volume 24, No 1, March 2019 e-NOMAD Links display the full text pdf. Editorial Annika Pettersson, Yvonne Liljekvist and Jorryt van Bommel Studying concept elements as a way to trace students’ conceptual understanding Kajsa Bråting, Lars Madej and Kirsti Hemmi Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks Johan
Volume 23, No 3-4, November 2018 e-NOMAD Editorial Tamsin Meaney and Toril Eskeland Rangnes Language diversity in mathematics education in the Nordic countries 2008–2018 Eva Norén and Petra Svensson Källberg Fabrication of newly-arrived students as mathematical learners Petra Svensson Källberg Identity formations as mathematical learners in the context of transition Marie Sjöblom Developing mathematical reasoning
Volume 23, No 2, June 2018 e-NOMAD Editorial Jens Højgaard Jensen and Uffe Thomas Jankvist Disciplinary competence descriptions for external use Jan Roksvold Læreres utbytte av kunnskap om hjernen Anita Tyskerud and Reidar Mosvold Scrutinizing teacher-learner interactions on volume
Volume 23, No 1, March 2018 e-NOMAD Editorial Anna Ida Säfström Preschoolers exercising mathematical competencies Magnus Fahlström and Lovisa Sumpter A model for the role of the physical environment in mathematics education Kristina Palm Kaplan Discourses in school algebra: the textbooks’ different views on algebra and the positioning of students Jani Hannula The gap between
