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
