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Nytt nummer av NOMAD, Nordisk MatematikkDidaktikk

NOMAD nr 2, 2022 har kommit! Innehåll: Scrutinizing Norwegian kindergarten teachers’ considerations about talk moves Camilla Normann Justnes and Reidar Mosvold Full-body interaction in young children’s modelling of counting-based addition Morten Bjørnebye Videreutdanningsstudenters undervisningskunnskap relatert til likhetstegnets betydning i algebra Aleksandra Hara Fadum og Helga Kufaas Tellefsen »»» Läs vidare [NOMAD]

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Effects of a Pre-K math intervention in a mixed-delivery system

Publicly funded Pre-K programs operate across a variety of settings, including both public schools and community-based organizations. Yet, there is limited research examining differences in the quality of children’s Pre-K experiences across public schools and community-based organizations. Moreover, there is little information about whether interventions that aim to enhance program quality and child outcomes have

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