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
Nummer/Issue Volume 21, No 1, March 2016 Editorial Elisabeth Rystedt, Cecilia Kilhamn and Ola Helenius What’s there in an n? Investigating contextual resources in small group discussions concerning an algebraic expression Ingvald Erfjord Mathematics teachers’ initial implementation of a digital tool package Anette Bagger Pressure at stake: Swedish third graders’ talk about national tests in
Nummer/Issue Volume 20, No 3-4, November 2015 Editorial Kristín Bjarnadóttir Tölur og mengi – Numbers and sets. A New Math textbook in Iceland in the 1960s Andreas Christiansen An analysis of two 19th century Norwegian geometry books, and the reactions they caused Marc van Zanten and Marja van den Heuvel-Panhuizen Past and current approaches to
