NOMAD – aktuellt nummer/current issue

Volume 23, No 3-4, November 2018

Editorial

Tamsin Meaney and Toril Eskeland Rangnes
Language diversity in mathematics education in the Nordic countries 2008–2018
[PDF]

Eva Norén and Petra Svensson Källberg
Fabrication of newly-arrived students as mathematical learners
[PDF]

Petra Svensson Källberg
Identity formations as mathematical learners in the context of transition
[PDF]

Marie Sjöblom
Developing mathematical reasoning by using questions in a multilingual mathematics classroom
[PDF]

Maria Ahlholm and Päivi Portaankorva-Koivisto
The language factor – what exactly is it? Bilingual speakers of Russian and Finnish solving mathematical tasks
[PDF]

Jöran Petersson
Newly- and early-immigrated second-language students’ knowledge of arithmetic syntax
[PDF]

Hilja L. Huru, Anna-Kaisa Räisänen and Anita Movik Simensen
Culturally based mathematics tasks: a framework for designing tasks from traditional Kven artefacts and knowledge
[PDF]

Mette Hjelmborg and Ane Fleischer
En registeranalyse af centrale matematiske begreber i en grønlandsk kontekst
[PDF]

Anne Birgitte Fyhn, Ellen J. Sara Eira, Ole Einar Hætta, Inga Anne Marit Juuso, Siv Ingrid Nordkild og Ellen Margrethe Skum
Bishop Sámegillii – utfordringer ved oversetting av matematikkdidaktisk fagterminologi
[PDF]

Dorota Lembrér
Polish parents’ views on mathematics activities at home and in Swedish preschools
[PDF]

Troels Lange and Tamsin Meaney
Talking about mathematics in two languages: Can parental views inform the development of digital games for young children?
[PDF] OPEN ACCESS

Andrea Eikset and Tamsin Meaney
When does a difference make a difference? Teaching about language diversity in mathematics teacher education
[PDF] OPEN ACCESS

Susanne Prediger
Multilingual issues in Nordic mathematics education – What is achieved and where to go next?
[PDF]


Innehåll: Johan Häggström
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