Nummer/Issue Volume 21, No 4, December 2016 Editorial Tamsin Meaney Locating learning of toddlers in the individual/society and mind/body divides Julie Sarama, Douglas H. Clements, Christopher B. Wolfe and Mary Elaine Spitler Professional development in early mathematics: effects of an intervention based on learning trajectories on teachers’ practices Elin Reikerås Central skills in toddlers’ and […]
Nummer/Issue Volume 21, No 3, September 2016 Editorial Yvonne Liljekvist Mathematics teachers’ knowledge-sharing on the Internet: pedagogical message in instruction materials Evangelia Triantafyllou, Morten Misfeldt and Olga Timcenko Attitudes towards mathematics as a subject, and mathematics learning and instruction in a trans-disciplinary engineering study Anneli Dyrvold The role of semiotic resources when reading and solving
Nummer/Issue Volume 21, No 2, June 2016 Editorial Florenda Gallos Cronberg Learning linear relationships through independent use of the mathematics textbook Nonmanut Pongsakdi, Teija Laine, Koen Veermans, Minna M. Hannula-Sormunen and Erno Lehtinen Improving word problem performance in elementary school students by enriching word problems used in mathematics teaching Ida Bergvall, Jenny Wiksten Folkeryd and
Nummer/Issue Volume 21, No 1, March 2016 Editorial Elisabeth Rystedt, Cecilia Kilhamn and Ola Helenius What’s there in an n? Investigating contextual resources in small group discussions concerning an algebraic expression Ingvald Erfjord Mathematics teachers’ initial implementation of a digital tool package Anette Bagger Pressure at stake: Swedish third graders’ talk about national tests in
Nummer/Issue Volume 20, No 3-4, November 2015 Editorial Kristín Bjarnadóttir Tölur og mengi – Numbers and sets. A New Math textbook in Iceland in the 1960s Andreas Christiansen An analysis of two 19th century Norwegian geometry books, and the reactions they caused Marc van Zanten and Marja van den Heuvel-Panhuizen Past and current approaches to
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
