Nummer/Issue Volume 18, No 4, December 2013 Editorial Theodosia Prodromou A modelling approach to probability – analysing students’ conceptual structures Judith Stanja The first foci of elementary school students dealing with prognosis tasks in interviews Per Nilsson and Torsten Lindström Prolifing Swedish teachers’ knowledge base in probability Innehåll: JH
Nummer/Issue Volume 18, No 3, October 2013 Editorial Martin Carlsen Barns bruk av digitale verktøy i barnehagen: muligheter for å gjøre seg matematiske erfaringer Kristín Bjarnadottír, Andreas Christiansen and Madis Lepik Arithmetic textbooks in Estonia, Iceland and Norway – similarities and differences during the nineteenth century Peter Frejd An analysis of mathematical modelling in Swedish
Nummer/Issue Volume 18, No 2, June 2013 Editorial Dagmar Neuman Att ändra arbetssätt och kultur inom den inledande aritmetikundervisningen Markus Hähkiöniemi, Henry Leppäaho and John Francisco Teacher-assisted open problem solving Uffe Thomas Jankvist, Jan Alexis Nielsen and Claus Michelsen Preparing future teachers for interdisciplinarity: designing and implementing a course for pre-service upper secondary teachers Christer
Nummer/Issue Volume 18, No 1, March 2013 Ledare/Editorial Oduor Olande Making sense of a ”misleading” graph Anita Valenta and Ole Enge Student teachers’ work on instructional explanations in multiplication – representations and conversions between them Ida Friestad Pedersen ”I need advanced mathematics to pursue the career of my choice”. Norwegian students’ motivations for enrolling in
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
