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
