Johan Häggström

Volume 30, No 1, February 2025     Editorial Maria Herset, Mohamed el Ghami and Annette Hessen Bjerke Investigating differentiation: exploring the impact of task difficulty labelling on students’ mathematics performance Per Øystein Haavold, Ane Storaas, Marthe Johnsen, Kristoffer Strand and Carina Heimstad Opportunity to learn in Norwegian and Finnish lower secondary mathematics textbooks Per […]

Volume 29, No 3-4, November 2024     Jeppe Skott, Sonja Lutovac and Raymond Bjuland Editorial. Researching mathematics teachers’ professional identities: complexities and ways ahead Sonja Lutovac and Johanna Havia Prospective mathematics teachers’ collective identity work: navigating failure experiences and concerns about relating to students Einat Heyd-Metzuyanim and Talli Nachlieli Professional identities, conflicting positions, and

Volume 29, No 2, June 2024     Editorial Jóhann Örn Sigurjónsson Teaching mathematics with high cognitive activation: instructional formats and connection-making interactions in high-level Nordic lessons Kristin Westerholm and Eva Norén Lärares erfarenheter av Åtgärdsgarantin i matematik: möjligheter att åstadkomma stödinsatser Jenny Green Primary school students’ engagement in the formative feedback process in mathematics

Volume 29, No 1, March 2024     Editorial Niclas Larson Norwegian student teachers’ perspectives on linear equations  Ramesh Gautam and Arne Jakobsen Challenges in developing a TPACK survey for preservice mathematics teachers in the Norwegian context Morten Munthe Facilitating exploratory talk through mathematical programming problems

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

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

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

Volume 25, No 2, March 2020 e-NOMAD Links display the full text pdf. Editorial Natasja Steen, Matilde Stenhøj Madsen og Tomas Højgaard Potentialer og begrænsninger ved anvendelse af lærebøger i matematikundervisningen: resultater fra et systematisk review Paul Andrews Swedish primary teacher education students’ perspectives on linear equations Kristina Palm Kaplan and Johan Prytz Conservative and

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

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

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

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

Nummer/Issue Volume 20, No 2, June 2015 Editorial Ann-Sofi Röj-Lindberg School mathematical practices as experiences of identity work: the learning journeys of three students. Maria Christina Secher Schmidt Sociofaglig inklusion og elevfællesskaber. Til didaktiseringen af kammerathjælp i matematikundervisning på folkeskolens begyndertrin. Stephanie Treffert-Thomas Conceptualising a university teaching practice in an activity theory perspective Janne Fauskanger

Nummer/Issue Volume 20, No 1, March 2015 Editorial Anneli Dyrvold, Ewa Bergqvist and Magnus Österholm Uncommon vocabulary in mathematical tasks in relation to demand of reading ability and solution frequency Andreas Ebbelind and Cecilia Segerby Systemic functional linguistics as a methodological tool in mathematics education research Gunnar Sjöberg, Eva Silfver and Anette Bagger Disciplined by

Nummer/Issue Volume 19, No 3-4, October 2014 Editorial Mark Hoover, Reidar Mosvold and Janne Fauskanger Common tasks of teaching as a resource for measuring professional content knowledge internationally Björg Jóhannsdóttir and Berglind Gísladóttir Exploring the mathematical knowledge of prospective elementary teachers in Iceland using the MKT measures Janne Fauskanger and Reidar Mosvold Studying teachers’ knowledge

Nummer/Issue Volume 19, No 2, June 2014 Editorial Indrek Kaldo View of mathematics – an investigation of Estonian university students Eugenia Koleza Students’ conceptions about the formula for a rectangle’s area and some similarities to its historical context Andreas Lorange and Reinert A. Rinvold Students’ strategies of expanding fractions to a common denominator – a

Nummer/Issue Volume 19, No 1, March 2014 Editorial Indrek Kaldo and Markku S. Hannula Gender differences favouring females in Estonian university students’ views of mathematics Hege Kaarstein A comparison of three frameworks for measuring knowledge for teaching mathematics Raymond Bjuland, Arne Jakobsen og Elaine Munthe Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel

Nummer/Issue Volume 18, No 4, December 2013 Editorial Theodosia Prodromou A modelling approach to probability – analysing students’ conceptual structures Judith Stanja The first foci of elementary school students dealing with prognosis tasks in interviews Per Nilsson and Torsten Lindström Prolifing Swedish teachers’ knowledge base in probability Innehåll: JH

Nummer/Issue Volume 18, No 3, October 2013 Editorial Martin Carlsen Barns bruk av digitale verktøy i barnehagen: muligheter for å gjøre seg matematiske erfaringer Kristín Bjarnadottír, Andreas Christiansen and Madis Lepik Arithmetic textbooks in Estonia, Iceland and Norway – similarities and differences during the nineteenth century Peter Frejd An analysis of mathematical modelling in Swedish

Nummer/Issue Volume 18, No 2, June 2013 Editorial Dagmar Neuman Att ändra arbetssätt och kultur inom den inledande aritmetikundervisningen Markus Hähkiöniemi, Henry Leppäaho and John Francisco Teacher-assisted open problem solving Uffe Thomas Jankvist, Jan Alexis Nielsen and Claus Michelsen Preparing future teachers for interdisciplinarity: designing and implementing a course for pre-service upper secondary teachers Christer

Nummer/Issue Volume 18, No 1, March 2013 Ledare/Editorial Oduor Olande Making sense of a ”misleading” graph Anita Valenta and Ole Enge Student teachers’ work on instructional explanations in multiplication – representations and conversions between them Ida Friestad Pedersen ”I need advanced mathematics to pursue the career of my choice”. Norwegian students’ motivations for enrolling in

Nummer/Issue Volume 17, No 3-4, December 2012 Ledare/Editorial Erkki Pehkonen Research on mathematical beliefs. The birth and growth of the MAVI group in 1995–2012 Peter Liljedahl, Susan Oesterle and Christian Bernèche Stability of beliefs in mathematics education: a critical analysis Anu Laine, Liisa Näveri, Maija Ahtee, Markku S. Hannula and Erkki Pehkonen Emotional atmosphere in

Nummer/Issue Volume 17, No 2, June 2012 Ledare/Editorial Indrek Kaldo and Markku S. Hannula Structure of university students’ view of mathematics in Estonia Lovisa Sumpter Upper secondary school students’ gendered conceptions about affect in mathematics Mahmoud Abdulwahed, Barbara Jaworski and Adam R. Crawford Innovative approaches to teaching mathematics in higher education: a review and critique

Nummer/Issue Volume 17, No 1, March 2012 A new editorial team Magnus Österholm and Ewa Bergqvist Methodological issues when studying the relationship between reading and solving mathematical tasks John Francisco and Gunnar Gjone Using strands of tasks to promote growth of students’ mathematical understanding Per-Olof Bentley Interference of subtraction strategies

Nummer/Issue Volume 16, No 4, December 2011   Ledare/Editorial About this issue Tom Rune Kongelf What characterises the heuristic approaches in mathematics textbooks used in lower secondary schools in Norway? Janne Fauskanger, Reidar Mosvold, Raymond Bjuland and Arne Jakobsen Does the format matter? How the multiple-choice format might complicate the MKT items Miika Vähämaa and

Nummer/Issue Volume 16, No 3, October 2011 Ledare/Editorial Anne Birgitte Fyhn Introduksjon til vektorer i norske lærebøker og i en undervisningsfilm Joakim Samuelsson Development of self-regulated learning skills in mathematics in lower secondary school in Sweden Laia Saló i Nevado, Gunilla Holm and Leila Pehkonen Farmers do use mathematics: the case of animal feeding Simon

Nummer/Issue Volume 16, No 1-2, June 2011 Ledare/Editorial Belief research in mathematics education Peter Liljedahl The theory of conceptual change as a theory for changing conceptions Jeppe Skott, Dorte Moeskær Larsen and Camilla Hellsten Østergaard From beliefs to patterns of participation – shifting the research perspective on teachers Magnus Österholm To translate between different perspectives

Nummer/Issue Volume 15, No 4, December 2010 Ledare/Editorial Nordic mathematics education in Europe Olov Viirman, Iiris Attorps and Timo Tossavainen Different views – some Swedish mathematics students’ concept images of the function concept Timo Ehmke, Martti E. Pesonen and Lenni Haapasalo Assessment of university students’ understanding of abstract binary operations Hanna Palmér Identity development in

Nummer/Issue Volume 15, No 3, October 2010 Ledare/Editorial Linda Mattsson Head teachers’ conception of gifted students in mathematics in Swedish upper secondary school Guri A. Nortvedt Understanding and solving multistep arithmetic word problems Martin Carlsen Orchestrating mathematical activities in the kindergarten: the role of inquiry Uffe Thomas Jankvist Boganmeldelse: Forskeres og studerendes mulige udbytte af

Nummer/Issue Volume 15, No 2, July 2010 Ledare/Editorial Nomad – a regional journal in mathematics education research Mira Randahl & Barbro Grevholm Learning opportunities offered by a classical calculus textbook Leif Kværnes Affektive sider ved lærerstudenters arbeid med matematikk Sharada Gade Cooperation and collaboration as zones of proximal development within the mathematics classroom Rune Herheim

Nummer/Issue Volume 15, No 1, March 2010 Ledare/Editorial The relevance of qualities of theories in mathematics education research Mogens Niss What is quality in a PhD dissertation in mathematics education? Eva Jablonka & Christer Bergsten Theorising in mathematics education research: differences in modes and quality Bharath Sriraman Commentary on Theorizing in mathematics education research: differences

Nummer/Issue Volume 14, No 4, December 2009 Ledare/Editorial Four new years of Nomad – a time of growth Reidar Mosvold, Janne Fauskanger, Arne Jakobsen and Kjersti Melhus Translating test items into Norwegian – without getting lost in translation? Kirsti Kislenko An investigation of Norwegian students’ affective domain in mathematics Kristina Juter Development of students’ concept

Nummer/Issue Volume 14, No 3, October 2009 Ledare/Editorial The role of research in mathematics education reform work Leif Bjørn Skorpen Nokre spesielle trekk ved arbeidet med matematikkfaget i begynnaropplæringa Frode Olav Haara and Kari Smith Practical activities in mathematics teaching – mathematics teachers’ knowledge based reasons Diana Stentoft and Paola Valero Identities-in-action. Exploring the fragility

Nummer/Issue Volume 14, No 2, June 2009 Ledare/Editorial The role of overview papers in mathematics education research Corine Castela An anthropological approach to a transitional issue. Analysis of the autonomy required from mathematics students in the French lycee Manya Raman Sundström and Michelle Zandieh The case of Brandon: the dual nature of key ideas in

Nummer/Issue Volume 14, No 1, March 2009 Ledare/Editorial Quality criteria in mathematics education research Lisen Häggblom Lärarstuderandes syn på lärande i matematik Marit Johnsen-Høines Dialogical inquiry in practice teaching Per Nilsson Operationalizing the analytical construct of contextualization Book Review Gunnar Gjone Omtale av Identitet og forskning Barbro Grevholm Several Nordic research initiatives to follow up

Nummer/Issue Volume 13, No 4, December 2008 Ledare/Editorial Morten Blomhøj and Paola Valero Bringing focus to mathematics education in multicultural and multilingual settings Kay Owens Culturality in mathematics education: a comparative study Eva Norén Bilingual students’ mother tongue: a resource for teaching and learning mathematics Troels Lange Homework and minority students in difficulty with learning

Nummer Issue Volume 13, No 2, June 2008 Ledare/Editorial Morten Blomhøj and Paola Valero Strengthening Nomad as a means of research communication in the Nordic region Uffe Thomas Jankvist Matematikopfattelser hos 2g’ere: fokus på de ‘tre aspekter‘ Torulf Palm Interrater reliability in a national assessment of oral mathematical communication Antti Viholainen Finnish mathematics teacher students’

Nummer Issue Volume 13, No 1, March 2008 Ledare/Editorial Morten Blomhøj and Paola Valero The International Commission on Mathematical Instruction: a centenary of history and a future to construct Teresia Jakobsson-Åhl Word problems in upper secondary algebra in Sweden over the years 1960–2000 Kerstin Pettersson Växelverkan mellan intuitiva idéer och formella resonemang – en fallstudie

Nummer Issue Volume 12, No 4, December 2007 Ledare/Editorial Morten Blomhøj and Paola Valero Developing mathematics teaching and learning through research Ulla Runesson A collective enquiry into critical aspects of teaching the concept of angles Thomas Vils Pedersen Design of a didactic situation – mathematical experiments in linear algebra Dag Lukkassen, Lars Erik Persson and Anna

Nummer Issue Volume 12, No 3, October 2007 Ledare/Editorial Morten Blomhøj and Paola Valero Mathematics education: a key for success in a globalised world? Keiko Yasukawa An agenda for mathematics education in the decade of education for sustainable development Olof Bjorg Steinthorsdottir and Bharath Sriraman Gender and strategy use in proportional situations: an Icelandic study

Nummer Issue Volume 12, No 2, June 2007 Ledare/Editorial Morten Blomhøj and Paola Valero The important and difficult task of improving mathematics teacher education Carl Winsløw and Viviane Durand-Guerrier Education of lower secondary mathematics teachers in Denmark and France Raymond Bjuland Mathematically productive discourses among student teachers Leila Pehkonen To change or not to change

Nummer Issue Volume 12, No 1, March 2007 Ledare/Editorial Morten Blomhøj and Paola Valero The first year of the Danish editorial team Anu Palu and Eve Kikas Primary school teachers’ beliefs about teaching mathematics Nicholas Mousoulides, Bharath Sriraman and Constantinos Christou From problem solving to modeling – the emergence of models and modeling perspectives Gail

Nummer Issue Volume 11, No 4, December 2006 Ledare/Editorial Morten Blomhøj and Paola Valero Vanskeligheder i/med matematiklæring – behov for øget forskning Olof Magne Historical aspects on special education in mathematics Tone Dalvang og Olav Lunde Med kompass mot mestring – et didaktisk perspektiv på matematikkvansker Lena Lindenskov Matematikvanskeligheder i inkluderende undervisning for børn, unge

Nummer Issue Volume 11, No 3, October 2006 Ledare/Editorial The review process and the role of NOMAD in the Nordic mathematics education community Monica Johansson Textbooks as instruments. Three teachers’ way to organize their mathematics lessons Eugenia Koleza and Elisabeth Kabani The use of reasoning in the resolution of geometric problems Jill Brown and Gloria

Nummer Issue Volume 11, No 2, 2006 Ledare/Editorial The great variation in the field of mathematics education Jessica Carter A less radical constructivism Athanasios Gagatsis, Bharath Sriraman, Iliada Elia & Modestina Modestou Exploring young children’s geometrical strategies Frode Olav Haara Valg av hoderegning som arbeidsmetode Barbro Grevholm The Nordic Graduate School in Mathematics Education

Nummer issue Volume 11, No 1, 2006 Ledare/Editorial New chief editors on the job John Berry and Pasi Sahlberg Accountability affects the use of small group learning in school mathematics Eva Riesbeck Det hänger på decimalen! Om hur vi formar och bygger meningsmönster i vår omvärld Markus Hähkiöniemi Perceiving the derivative: the case of Susanna

Nummer Issue Volume 10, No 3-4 Ledare/Editorial Förflyttning till Danmark Martin Carlsen Conceptual understanding of the dot product Markku S. Hannula, Hanna Maijala, Erkki Pehkonen & Anu Nurmi Gender comparisons of pupils’ self-confidence in mathematics learning Monica Johansson The mathematics textbook: from artefact to instrument Kristina Juter Limits of functions: traces of students’ concept images

Nummer Issue Volume 10, No 2 Ulla Runesson & Ida Ah Chee Mok The teaching of fractions – a comparative study of a Swedish and a Hong Kong classroom Kaarina Merenluoto Conceptual change in mathematics Anastasios N. Barkatsas & John A. Malone Secondary mathematics teachers’ beliefs about mathematics assessment and components that influence these beliefs

Nummer Issue Volume 10, No 1 Ledare / Editorial On categories of research in mathematics education Gloria Stillman The role of decision making and resources in group solutions of a problem involving Bayes’ formula Markku S. Hannula Shared cognitive intimacy and self-defence: two socio-emotional processes in problem solving Robert E. Reys & Der-Cheng Yang Investigating

Nummer Issue Volume 9, No 4 Ledare/Editorial Från redaktionen Mari Murtonen & Nathaniel Titterton Earlier mathematics achievement and success in university studies Kristine Jess Formativ evaluering i matematikundervisningen – Ændringer i praksis John Berry, Roger Fentem, Anna-Maija Partanen & Sirkka Tiihala The use of symbolic algebra in learning mathematics: the barrier from formal examination schemes

Nummer / Issue Volume 9, No 3 Torulf Palm & Lars Burman Reality in mathematics assessment: An analysis of task-reality concordance in Finnish and Swedish national assessments Hans Erik Borgersen Open ended problem solving in geometry revisited Barbro Grevholm What are the needs of doctoral students in mathematics education? [PDF]

Nummer / Issue Volume 9, No 2 Ledare/Editorial Ledare – Nordic Contact Committe Pekka Kupari Recent developments in Finnish mathematics education Erkki Pehkonen & Markku S. Hannula Mathematical belief research in Finland Helle Alrø & Ole Skovsmose Dialogic learning in collaborative investigation Marit Johnsen Høines Understanding constituted by understandings Carl Winsløw Semiotics as an analytic

Nummer / Issue Volume 9, No 1 Ledare/Editorial Nomad gör nystart Fritz Johnsen Dyscalculia – A Cognitive Approach Erkki Pehkonen & Günter Törner Investigating Teachers’ Beliefs Carl Winsløw Quadratics in Japanese Barbro Grevholm A Nordic Graduate School in Mathematics Education starts in 2004

Nummer Issue Volume 8, No 4 Ledare / Editorial NOMAD-stafetten går videre fra Norge til Finland Fulvia Furinghetti and Erkki Pehkonen A comparative study on students’ beliefs concerning their autonomy in doing mathematics Helle Alrø, Morten Blomhøj, Henning Bødtkjer, Ole Skovsmose og Mikael Skånstrøm Farlige små tal – almendannelse i et risikosamfund

Nummer Issue Volume 8, No 3 Guest editors: Barbara Jaworski and Bodil Kleve Background and motives for the conference Jere Confrey Leveraging constructivism to apply to systematic reform Jill Adler Social practice theory and mathematics teacher education: a conversation between theory and practice Stephen Lerman Some problems of socio-cultural research in mathematics teaching and learning

Nummer / Issue Volume 8, No 2 Ledare / Editorial Vurdering og rekruttering Inger Wistedt, Gudrun Brattström och Mats Martinson Studier av kunskapbildning i matematik i dialog mellan två vetenskaper Frode Olav Haara Hoderegning og valg av arbeidsmetode ved elementære utregninger i addisjon, subtraksjon, multiplikasjon og divisjon

Nummer Issue Volume 8, No 1 Ledare / Editorial Lærerutdanning og forskning Anne Watson Going across the grain: mathematical generalisations in a group of low attiners Leila Pehkonen How do primary pupils give written arguments in a conflicting mathematical situation Rolf Hedrén Alternatives to standard algorithms. A study of three pupils during three and a

Nummer Issue Volume 7, No 3-4 Ledare / Editorial Matematikkdidaktikk Nina Skov Hansen, Christine Holm og Kristin Troels-Smith Modelkompetancer Tomas Bergqvist Gymnasieelever undersöker ett matematiskt begrepp med grafräknare Gunnar Gjone Review: A multidimensional approach to learning in mathematics and sciences

Nummer Issue Volume 7, No 2 Ledare / Editorial Forskning og forskningens organisering Ronald Bradal Synspunkter på matematikk i utdanningen sett i lys av matematikkens rolle på to utvalgte arbeidsplasser Elena Nardi The challenge of teaching first-year undergraduate mathematics: tutors’ reflections on the formal mathematical enculturation of their students Book Review

Nummer Issue Volume 7, No 1 Ledare / Editorial Internasjonale undersøkelser Robert P. Burn Integration, a genetic introduction. Djordje Kadijevich What may be neglected by an application-centered approch to mathematics education? Gunnar Gjone Review: Theory of didactical situations in mathematics. Didactique des mathematiques, 1970-1990.

NummerIssueVolume 6, No 3-4 Ledare/EditorialThe international congress on mathematics education in 2008 – A task for the Nordic countries? Malcolm SwanDiscussion activities, teacher beliefs and the learning of mature, low attaing students. Anne Berit FuglestadComputer support for diagnostic teaching. The case of decimal numbers. Gloria StillmanEngagement with task context of applications tasks: student performance and

Nummer Issue Volume 6, No 2 Ledare/Editorial Organisasjoner for fagdidaktisk forskning Helen J. Forgaz and Gilah C. Leder Tertiary mathematics students: why are they here? Carl Winsløw Matematikkens sproglighed som didaktisk potensiale. Raymond Bjuland Lærerstudenters matematiske tenkning og utvikling i en sosial kontekst. Problemløsning i smågrupper. Gunnar Gjone ERME: European Society for Research in Mathematics

Nummer Issue Volume 6, No 1 Ledare/Editorial NOMAD – a Nordic and an international journal Caroline Lajoie and Roberta Mura The danger of being overly attached to the concrete: the case of division by zero Anastasios Barkatsas, Vasilis Gialamas, Dimitris Karageorgos and Katerina Kasimatis Students’ mathematics performance and their attitude toward the learning of mathematics:

Nummer Issue Volume 5, No 3 Editorial Snorre A. Ostad Strategic competence: issues of task-specific strategies in arithmetic Tasos Patronis Rethinking the role of context in mathematics education Discussion Document ICMI study – On the teaching and learning of mathematics at university level Gunnar Gjone Review – Windows on mathematical meanings

Nummer Issue Volume 5, No 2 Ledare/Editorial Et matematikkdidaktisk tidskrift Bjørnar Alseth og Truls Kobberstad Trivsel i åpne landskap. En vitenskapsteoretisk diskusjon omkring matematikkdidaktikkens forankring Elna Svege Studenters forestillinger, holdninger og følelser overfor matematikk Book review

Nummer Issue Volume 5, No 1 Ledare/Editorial NOMAD over Kjølen Morten Blomhøj Funksjonsbegrebet og 9. klasse elevers begrebsforståelse Dagmar Neuman Diagnoser i matematik år 2. Varför – hur – vad ger resultatet? Trygve Breiteig Review: Approaches to algebra. Perspectives for research and teaching Barbara Jaworski ERME: The European society for research in mathematics education

Nummer Issue Volume 4, No 4, December 1996 Ledare/Editorial NOMAD moves from Sweden to Norway Anastasios N. Barkatsas & Robert Hunting A review of recent research on cognitive, metacognitive and affective aspects of problem solving Erkki Pehkonen & lldar Safuanov Pupils’ views of mathematics teaching in Finland and Tatarstan Göran Emanuelsson, Bengt Johansson, Barbara J.

Nummer Issue Volume 4, No 2-3 Oktober 1996 Ledare/Editorial Ett nytt dubbelnummer Ann Ahlberg Undervisningsprocessens betydelse för flickors och pojkars lärande Göte Dahland & Thomas Lingefjärd Graphing calculators and students’ interpretations of results: a study in four upper secondary classes in Sweden Rolf Hedrén Alternatives to traditional algorithms in elementary mathematics instruction Kay Owens Recent

Nummer Issue Volume 4, No 1, Mars 1996 Ledare/Editorial Matematikdidaktiska ”miljöer” Bettina Dahl Læring som sprogspilsoverskridelsee Veslemøy Johnsen Hva er en vinkel? Litteraturanmälan

Nummer Issue Volume 3, No 4, December 1995 Ledare/Editorial The second issue in English Victor Firsov Mathematics education as theoretical knowledge Jeremy Kilpatrick Staking claims Erkki Pehkonen On pupils’ reactions to the use of open-ended problems in mathematics Gunnar Gjone Review. Didactics of mathematics. A scientific discipline

Nummer Issue Volume 3, No 3, Oktober 1995 Ledare/Editorial Om problemlösning, laborativa material och test Bjørnar Alseth Undervisning i problemløsningsstrategier Marit Johnsen Høines Hva skjer med matematikkpedagogiske samhandlinger når tester tas i bruk? Robert P. Hunting & Susan J. Lamon A re-examination of the role of instructional materials in mathematics education Litteraturanmälningar

Nummer/Issue Volume 3, No 2, Juni 1995 Ledare/Editorial Från redaktionen i Mölndal Helle Alrø I forlanger for lidt af jer selv Tine Wedege Teknologi, kvalifikationer og matematik Matematikk i skole og samfunn Litteraturanmälningar Innehåll: JH

Nummer Issue Volume 3, No 1, Mars 1995 Ledare/Editorial Från redaktionen i Mölndal Otto B. Bekken Algorismus i Hauksbók Helen J. Forgasz & Gilah C. Leder Single-sex mathematics classes: Who benefits? Lenni Haapasalo Modeller för konstruktivistiska inlärningsaktiviteter och utvärdering Gunnar Gjone Stieg Mellin-Olsen in memoriam Book review

Nummer/Issue Volume 2, No 3-4, December 1994 Ledare/Editorial Matematikämnets didaktik – ett växande vetenskapsområde Iben Maj Christiansen ’Informal activity’ in mathematics instruction Mogens Niss Challenges to the preparation of teachers of mathematics Johannes Paasonen What on earth is a straight line? What can we learn from an epistemological episode in eighth grade? Jan Wyndhamn Om

Nummer Issue Volume 2, No 2, June 1994 Ledare/Editorial Problembaserad matematikundervisning och demokrati Hans Erik Borgersen Open ended problem solving in geometry Tapio Keranto A problem-centered alternative to formalistic teaching Gunhild Nissen Matematikundervisning i en demokratisk kultur

Nummer Issue Volume 2, No 1, March 1994 Ledare/Editorial The first issue in English Jeremy Kilpatrick & Bengt Johansson Standardized mathematics testing in Sweden: the legacy of Frits Wigforss Erkki Pehkonen Seventh-graders ’experiences and wishes about mathematics teaching in Finland Dylan Wiliam Assessing authentic tasks: alternatives to mark-schemes Göran Wallén Review: What is good research?

Nummer Issue Volume 1, No 2, December 1993 Ledare/Editorial En flygande start! Helle Alrø & Ole Skovsmose Det var ikke meningen! – om kommunikation i matematikundervisningen Pekka Kupari Matematiken i den finska grundskolan. Attityder och kunskaper Jan Wyndhamn Mediating artifacts and interaction in a computer environment – an exploratory study of the acquisition of geometry

Nummer Issue Volume 1, No 1, October 1993 Ledare/Editorial En ny nordisk forskningstidskrift Ole Björkqvist Social konstruktivism som grund för matematikundervisning Morten Blomhøj Modellerings betydning for tilegnelsen af matematiske begreber Inger Wistedt Elevers svårigheter att formulera matematiska problem Bengt Johansson Matematikdidaktik – nordiskt samarbete i historisk belysning Gunhild Nissen Nordisk Forskernetværk – Initiativet Matematikundervisning og