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
Volume 22, No 4, December 2017 Volume 22, No 4, December 2017 e-NOMAD Editorial Simon Goodchild and Barbara Jaworski Developing practice through research into university mathematics education Angeliki Mali and Georgia Petropoulou Characterising undergraduate mathematics teaching across settings and countries: an analytical framework Suela Kacerja, Toril Eskeland Rangnes, Rune Herheim, Meinrad Pohl, Inger Elin Lilland
Volume 22, No 3, September 2017 e-NOMAD Editorial Sharada Gade Research as praxis, en route theory/practice teacher-researcher collaboration: a self-study Torulf Palm, Catarina Andersson, Erika Boström and Charlotta Vingsle A review of the impact of formative assessment on student achievement in mathematics Andreas Eckert Theorizing the interactive nature of teaching mathematics: contributing to develop contributions
Volume 22, No 2, March 2017 e-NOMAD Editorial Hanna Viitala A tool for understanding pupils’ mathematical thinking Jöran Petersson First and second language students’ achievement in mathematical content areas Reidar Mosvold Studier av undervisningskunnskap i matematikk: internasjonale trender og nordiske bidrag Heidi Strømskag Et miljø for algebraisk generalisering og dets innvirkning på studenters matematiske aktivitet
Volume 22, No 1, March 2017 e-NOMAD Editorial Catarina Andersson, Erika Boström and Torulf Palm Formative assessment in Swedish mathematics classroom practice Attila Szabo Matematikundervisning för begåvade elever – en forskningsöversikt Mary G. Billington and Egil Gabrielsen The older the better? Are younger Norwegian adults losing ground on basic numeracy skills? Anna Pansell and Paul
Nummer/Issue Volume 21, No 4, December 2016 Editorial Tamsin Meaney Locating learning of toddlers in the individual/society and mind/body divides Julie Sarama, Douglas H. Clements, Christopher B. Wolfe and Mary Elaine Spitler Professional development in early mathematics: effects of an intervention based on learning trajectories on teachers’ practices Elin Reikerås Central skills in toddlers’ and
Nummer/Issue Volume 21, No 3, September 2016 Editorial Yvonne Liljekvist Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials Evangelia Triantafyllou, Morten Misfeldt and Olga Timcenko Attitudes towards mathematics as a subject, and mathematics learning and instruction in a trans-disciplinary engineering study Anneli Dyrvold The role of semiotic resources when reading and solving
Nummer/Issue Volume 21, No 2, June 2016 Editorial Florenda Gallos Cronberg Learning linear relationships through independent use of the mathematics textbook Nonmanut Pongsakdi, Teija Laine, Koen Veermans, Minna M. Hannula-Sormunen and Erno Lehtinen Improving word problem performance in elementary school students by enriching word problems used in mathematics teaching Ida Bergvall, Jenny Wiksten Folkeryd and
