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 28, No 3-4, December 2023 Editorial Uffe Thomas Jankvist, Morten Misfeldt, Eirini Geraniou, Mario Sánchez Aguilar and Anna Baccaglini-Frank Towards a technocritical mathematics education Stine Gerster Johansen Allgemeinbildung and digital technologies in mathematics education: a review Francesca Granone and Elin Reikerås Teachers’ support for children’s mathematical learning through interactions while playing with
Volume 28, No 1-2, June 2023 Editorial Frithjof Theens, Ewa Bergqvist and Magnus Österholm Equivalence in multilanguage mathematics assessment Ida Bergvall and Anneli Dyrvold Mediating activities in students’ collaborative work on self-explanation prompts Ingunn Valbekmo and Raymond Bjuland Students’ reasoned dialogs during problem solving in a Norwegian thinking classroom Kjersti Wæge and Olaug
Volume 27, No 4, December 2022 Links display the full text pdf. Editorial Salla Pehkonen, Antti Lehtinen, Pasi Nieminen and Markus Hähkiöniemi Adaptive number knowledge among primary school students of various ages Odd Tore Kaufmann and Andreas Ryve Transition between discourses – portraying teaching practices in collegial discussions
Volume 27, No 4, December 2022 e-NOMAD Access to the two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles. Editorial Salla Pehkonen, Antti Lehtinen, Pasi Nieminen and Markus Hähkiöniemi Adaptive number knowledge among primary school students of various ages [Full text. Subscribers only] Odd Tore
NOMAD – 27(4), 2022 Read More »
Volume 27, No 3, September 2022 Links display the full text pdf. Editorial Kim André Stavenæs Refvik and Annette Hessen Bjerke Computational thinking as a tool in primary and secondary mathematical problem solving: a literature review Astrid Hågensen Kleven Methods and key findings in research on conversations in early years mathematics: a review of the
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
