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
