Nordic research in mathematics education : : proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 / / Carl Winsløw.
This volume presents the “state-of-the-art” of Nordic research on mathematics education within four broadly defined areas: the study and design of mathematics teaching in classrooms the identity and education of mathematics teachers the use of new technology in mathematics education meanings and cha...
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| Place / Publishing House: | Rotterdam, The Netherlands ;, Boston ;, Taipei : : Sense Publishers,, [2009] ©2009 |
| Year of Publication: | 2009 |
| Language: | English |
| Physical Description: | 1 online resource. |
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| 245 | 1 | 0 | |a Nordic research in mathematics education : |b proceedings from NORMA08 in Copenhagen, April 21-April 25, 2008 / |c Carl Winsløw. |
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| 520 | |a This volume presents the “state-of-the-art” of Nordic research on mathematics education within four broadly defined areas: the study and design of mathematics teaching in classrooms the identity and education of mathematics teachers the use of new technology in mathematics education meanings and challenges of providing mathematical education to all citizens in modern societies. It provides the reader with insights into research done not only by scholars from the Nordic countries (Denmark, Finland, Norway, Sweden and Iceland), but also by colleagues from the rest of Europe—and even other parts of the world. While the principal research questions addressed are universal in nature, their investigation in concrete contexts will inevitably relate to more contingent issues and conditions. This book offers both in-depth view into the reality of mathematics teaching in the settings studied by the authors, syntheses by world renowned scholars of current problems and methods within each of the four areas, and cross-links to studies done in different countries, as represented both by this book and by the wealth of referenced literature it draws upon. Each of the book’s four sections therefore provides rich material for studies within the corresponding areas, for the beginner as well as for the expert. The chapters of the book result from the work of the fifth Nordic congress in research on mathematics education, which was held in Copenhagen in April 2008. It includes 32 full research papers, 8 agendas and reports from discussions in working groups, and 22 short communications. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |t Preliminary Material / |r Carl Winsløw -- |t Nordic research in mathematics education: from NORMA08 to the future / |r Carl Winsløw -- |t Didactical design in mathematics education / |r Michèle Artigue -- |t Addition and subtraction of negative numbers using extensions of the metaphor “arithmetic as motion along a path” / |r Cecilia Kilhamn -- |t Complexity of operating beyond naïve empiricism when proving a conjectured formula for the general term of a geometrical pattern / |r Heidi S. Måsøval -- |t Revisiting proficiency in the language of instruction as means of improving mathematical proficiency / |r Anthony A. Essien -- |t Young children’s perception of geometric objects / |r Frode Rønning -- |t Mathematics learning difficulties: an analysis of primary teachers’ perceptions / |r Hendrik Van Steenbrugge , Martin Valcke and Annemie Desoete -- |t Relations between students’ motivation for learning mathematics and a mathematical teaching approach / |r Kjersti Wæge -- |t Can student teachers and prospective engineers profit from studying mathematics together? / |r Ragnhild Johanne Rensaa -- |t Challenges faced by those working towards a co–learning agreement / |r Hildegunn Espeland , Simon Goodchild and Barbro Grevholm -- |t Developing inquiry approaches to tasks and teaching in mathematics / |r Anne Berit Fuglestad -- |t To what kind of mathematical proficiency does learning material guide in Finnish comprehensive school? / |r Jorma Joutsenlahti and Jorma Vainionpää -- |t Educational cooperation: an indispensable tool for the European area of higher education / |r Gerardo Rodríguez and Agustin de la Villa -- |t To learn the way to learn mathematics: a learning study of advancing number sense / |r Tak-wah Wong and Yiu-chi Lai -- |t Researching teachers’ beliefs and knowledge: What (not) to expect in terms of impact? / |r Jeppe Skott -- |t The constitution of mathematics teacher identity / |r Raymond Bjuland , Maria Luiza Cestari and Hans Erik Borgersen -- |t Studying French preservice elementary teachers’ relation to geometry through their discourse / |r Bernard Parzysz and Françoise Jore -- |t Learning analysis: students’ starting point / |r Kristina Juter -- |t Collaboration and inquiry in mathematics practice / |r Marit Johnsen Høines -- |t Is there always truth in equation? / |r Iiris Attorps and Timo Tossavainen -- |t Teaching development through discussion: a cultural-historical activity theory perspective / |r Simon Goodchild and Espen Daland -- |t Teachers’ beliefs and knowledge about the place value system / |r Janne Fauskanger and Reidar Mosvold -- |t Mathematics teachers’ beliefs about teaching and learning mathematics and constraints influencing their teaching practice / |r Bodil Kleve -- |t Examining prospective teachers’ reasoning of functions: a feedback perspective / |r Örjan Hansson -- |t Identity and genre literacy in student teachers’ mathematical texts / |r Hans Jørgen Braathe -- |t Formation of teacher identity during mathematics teacher education: combining subjectivity with academic / |r Heidi Krzywacki-Vainio -- |t Elementary school teachers’ professional identity and competence as mathematics teachers / |r Jónína Vala Kristinsdóttir -- |t Form or content of mathematics teacher education – what matters most? / |r Christer Bergsten and Barbro Grevholm. |
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