bluuebunny/crossref_metadata_2025 huggingface dataset:
Evaluating alveolar bone thickness in upper and lower incisors from orthodontic perspective. A Cone beam computed tomography-based retrospective study
Authors: Kadhum Layla S. , Al-Oboudi Dalia N. , Kadhum Ammar S. , Yassir Yassir A.
Published: December 2024

Purpose: This study aimed to assess the thickness of alveolar bone of maxillary and mandibular incisors from orthodontics perspective.
Materials and Method: A total of 73 Cone beam computed tomography for Iraqi patients (47 females and 26 males) were included in this study. The selected images were captured and imported to AutoCAD database software to perform the measurement. To measure alveolar bone thickness, a reference line was drawn through the long axis of each incisor, from the incisal edge to the root apex. Then, labial and lingual/palatal perpendicular lines were drawn to the reference line at 3, 6, and 9mm apically from the cemento-enamel junction (CEJ).
Results: The buccal bone is generally thinner than the lingual/palatal bone. The bone gets relatively thicker closer to the apex. The buccal bone for all lower incisors was less than 1 mm at 3- and 6-mm distance. It was slightly thicker at the central incisor as compared to the lateral at 9-mm distance. Genders have a difference in the thickness of the palatal alveolar bone in their right and left lateral incisors, which are 3mm and 9mm, respectively. Alveolar bone thickness is significantly positively correlated with several teeth.
Conclusions: Males and females in this study showed comparable alveolar bone thickness. The alveolar bone thickness increased with increasing age. It is essential to assess the thickness of alveolar bone pre-orthodontic treatment (especially for patients with thin biotype, and those cases that involve labial proclination of the lower incisors).
Preterm Labor and the Efficacy of Magnesium Sulphate and Nifedipine In Management
Authors: Khan Zeenat , Shams Ghazala , Bashar Hina , Atiq Shahana , Rehana
Published: December 2024

Objective: To find the efficacy of magnesium sulfate and Nifedipine in the management of preterm labor and preterm births in our local population.
Method: This randomized controlled trial research was conducted in the Department of Gynae, Hayatabad Medical Complex, Peshawar from year 18 May 2018 to November 2018. For this research, we select 180 women aged 15-45 years who were in preterm labor between 24-37 weeks gestations (LMP).
Results: The results of our study show high efficacy of Nifedipine than magnesium sulfate. We observed 67.77% cases, which show positive results in term of lengthen the pregnancy period till fetal maturity after utilizing Nifedipine. On the other in 48.88% cases, magnesium sulfate works more efficiently.
Conclusion: Nifedipine give better results in prolonging gestational age as compared to magnesium sulphate.
Análisis de la Casación Penal en el Ecuador
Authors: Gómez García Norma Cristina , Núñez Cáceres Laura Isabel , Paredes Fuertes Fernando Eduardo
Published: December 2024

La casación en el Ecuador es un recurso que aún no es entendido de forma adecuada por los participantes en un proceso, este artículo se enfoca en explicar la aplicación procesal y los efectos jurídicos del mismo dentro del ámbito penal, así como también, el momento en el cual se debe interponerlo; lo que incluye una explicación histórica del recurso de casación en el sistema penal ecuatoriano y su evolución. La estructura y finalidad de este recurso no depende, únicamente, del texto concreto de la ley, sino además de principios y garantías que se encuentran incluidos en la Constitución e Instrumentos Internacionales, siendo pues la principal finalidad de este recurso, la exclusión de la arbitrariedad en la aplicación del derecho, el mantenimiento de la unidad del orden jurídico; y, de las garantías del derecho de igualdad. La metodología empleada responde a un enfoque cualitativo mediante la utilización de métodos como el bibliográfico, documental, el sintético, el deductivo e histórico, para comprender la casación como el recurso supervisor jurídico del fallo y verifica la legalidad de la sentencia impugnada, dentro de los parámetros previstos en la ley e invocados por quien deduce el recurso.
Biodiversity Monitoring & Vegetable Pathogens Surveillance Mapping from Kazakhstan
Authors: Yertayeva Bibigul , Aitbayeva Bakyt , Yeszhanov Tynyshbek , Shokanova Akmaral
Published: December 2024

Advance disease monitoring systems are important to underpin food security and may support productivity increases by addressing adverse climatic mutations. To foster sustainable ecosystem management cost-effective feasible and uniform disease monitoring is needed to model the outcomes and alterations in vegetation diversity of Kazakhstan. A descriptive survey was carried out during the consecutive years (2021-23) leading diagnosis and incidence of disease-causing organisms on cabbage and tomato grown in the main vegetable production regions of Kazakhstan. Disease samples were collected, followed by pathogens isolation and morphological characterization. A total of 10 deteriorating pathogens (Alternaria brassica, Alternaria solani, Candidatus Phytoplasma solani, Cladosporium fulvum, Fusarium oxysporum, Pectobacterium carotovorum, Phoma lingam, Rhizoctonia solani, Rhizoctonia and Xanthomonas spp.,) were recorded during survey, where calcium deficiency was also reported effecting vegetable crops quality. Among various threatening rots identified F. oxysporum initiating fusarium wilt was significant on cabbage in each location, with up to 100% incidence. Whereas Alternaria solani causing Alternaria leaf blight was the most common and devastating disease affecting tomato crop, followed by A. brassicae, an important leaf spot pathogen of cabbage, that was only observed in Turkestan oblast. It is pertinent to mention that the options for fungicide and biocontrol agents as a disease management strategy in Kazakhstan are limited due to cost and societal standards. This survey initiates prior data provision on multi-pathogenic diseases in Kazakhstan vegetable growing areas and provides direction for adopting advance technologies viz remote sensing and spectral imaging to timely implement suitable management practices meeting future challenges.
KAMU HARUS MEMBERI MEREKA MAKAN: Analisis Naratif Lukas 9:10-17 Dan Makna Diakonia Transformatif
Authors: Tumelap Xyz Qrystl Jibril , Lolowang Decky Kornelius
Published: December 2024

Artikel ini membahas tentang Lukas 9:10-17 dari sisi kajian naratif. Penulis menggunakan metode penelitian biblika yang secara khusus meneliti tentang teks-teks Alkitab, dan memberikan informasi kepada kita untuk dipakai sebagai cermin dalam melihat konteks masyarakat dan gereja modern zaman ini, dengan metode tafsir naratif. Tujuan dari penelitian ini adalah untuk memeriksa kembali pemahaman jemaat terkait dengan makna diakonia transformatif. Hasil dari penelitian ini menyarankan kepada gereja untuk dapat mempergunakan model pengajaran Yesus dalam bentuk narasi; serta menyarankan kepada gereja untuk melaksanakan tri-tugas panggilan gereja dengan menampilkan Diakonia Transformatif secara proporsional dalam rangka pertumbuhan dan perkembangan SDM maupun SDA jemaat maupun dalam kehidupan masyarakat.
Kajian Etis Teologis Mengenai Dekadensi Moral Remaja
Authors: Meruntu Eunike Virgilin Karen
Published: December 2024

Artikel ini membahas tentang dekadensi moral terhadap remaja yang timbul akibat dari adanya pengaruh dari lingkungan sosial yang ada. Sementara itu, setiap orang memiliki sfiat yang berbeda; dan cara untuk meminimalisir adanya dekadensi moral adalah dengan memberikan pengarahan dan juga dukungan dalam menghadapi tekanan sosial bagi remaja. Metode penelitian yang dilakukan adalah metode penelitian kualitatif dengan melakukan observasi, wawancara, reduksi data dan analisis data untuk mendapatkan data yang akurat sehubungan dengan penelitian. Melalui penelitian ini, peneliti menyarankan agar gereja dan terlebih khusus juga orang tua agar perlu melibatkan diri dalam memberikan pandangan yang baik bagi remaja dalam mengatasi dekadensi moral yang ada; dan juga memperluas wawasan tentang menerapkan sikap moral yang baik. Pandangan peneliti adalah dekadensi moral yang terjadi pada remaja sangat mempengaruhi sifat; dan perilaku dalam kehidupan jemaat dan juga masa depan para kaum remaja.
Keselamatan Dalam Pandangan Calvinisme dan Implikasinya Bagi Jemaat
Authors: Karauwan Gabriel Theovani
Published: December 2024

Artikel ini membahas mengenai bagaimana keselamatan dalam pandangan Calvinisme diimplikasikan bagi Jemaat GMIM Moria Wulurmaatus. Permasalahan dogmatis yang ditemukan ialah adanya fenomena pemahaman tentang keselamatan yang belum sesuai dengan pandangan Calvinisme, terdapat juga factor-faktor yang memengaruhi pandangan jemaat tentang keselamatan, pemahaman tentang keselamatan belum diikuti dalam praktek kehidupan setiap hari oleh warga jemaat sesuai dengan pandangan Calvinisme. Oleh karena itu, peneliti akan mengkaji persoalan soteriologis ini dalam perspektif Calvinisme. Dalam skirpsi ini, peneliti akan menggunakan metode kuallitatif untuk mengkaji secara dogmatis keselamatan dalam pandangan Calvinisme dan implikasinya bagi Jemaat GMIM Moria Wulurmaatus Wilayah Modoinding. Peneliti beragumentasi bahwa teologi Calvinisme merupakan teologi yang Alkitabiah yang menjawab kebutuhan jemaat akan pemahaman keselamatan di tengah-tengah tantangan-tantangan yang relevan dengan situasi masa kini.
Tanrı, İyilik ve İrade
Authors: Yazıcı Şeyma
Published: December 2024

Çağdaş din felsefesi literatüründe “ilahi özgürlük” başlığı altında tartışılan ilahi iradeye dair meseleler gerek İslam gerek Batı felsefesi literatüründe merkezi bir konuma sahiptir. Çağdaş dönemde özellikle William L. Rowe’un Tanrı’nın iradesi veya özgürlüğü ile mükemmel iyiliği arasındaki ilişkiye odaklanan çalışmalarıyla din felsefesi literatüründe yeniden canlılık kazanan ilahi iradeye dair tartışmaların ülkemizde aynı ilgiyi gördüğünü söylemek zordur. Elinizdeki kitap, bu boşluğu doldurmayı hedefleyerek ilahi irade meselesini şahıs veya dönem merkezli olmaktan ziyade problem merkezli bir yaklaşımla ele almakta ve ilahi irade ile iyilik arasındaki ilişkiye odaklanmaktadır. Tanrı’nın iradesi ve iyiliği arasındaki ilişki, iyiliğinin Tanrı’nın iradesini ne ölçüde veya ne anlamda belirlediği ve bu denklemde Tanrı’nın fiillerinin özgür olup olamayacağını ya da bu fiillere hangi anlamda bir özgürlük atfedilebileceğini incelemektedir. Bunu yaparken çağdaş literatürde problemin tartışılma zemini ve çerçevesiyle alakalı bazı problemlere dikkat çeken kitap, nihai olarak savunduğu tez itibariyle de ilgili literatürün büyük bir kısmından ayrılmaktadır.
Cooperation and collaboration as zones of proximal development within the mathematics classroom
Authors: Gade Sharada
Published: December 2024

Beyond understanding the Vygotskian construct of zone of proximal development or ZPD with reference to an individual student, this paper explores the formation of ZPD within the pedagogical constructs of cooperation, wherein students cooperate with each other within their groups; as well as collaboration, wherein students from different groups that constitute the classroom collaborate with each other. Identified on the basis of functions that are in the process of maturing, the formation of either ZPD is exemplified from a socio-cultural-historical study at an upper secondary mathematics classroom in Norway. An emphasis on what distinguishes events in instruction that are educational from those that are not is also explored, before illustrating what nature of ZPD is established. The role of guidance received, imitation and cultural resources in the development of higher mental functions is understood as these ZPD are formed, enabling students to act independently within the classroom teaching-learning of mathematics.
Boganmeldelse: Forskeres og studerendes mulige udbytte af at læse Springers nye bog om teorier i matematikkens didaktik
Authors: Jankvist Uffe Thomas
Published: December 2024

Sriraman, B. & English, L. (Eds.) (2010). Theories of mathematics education: seeking new frontiers (Advances in mathematics education). Berlin/Heidelberg: Springer Science. ISBN: 978-3-642-00741-5.https://doi.org/10.1007/978-3-642-00742-2
The theory of conceptual change as a theory for changing conceptions
Authors: Liljedahl Peter
Published: December 2024

It has become widely accepted that what and how mathematics teachers teach is linked to what it is they believe. What teachers believe, however, is not always in alignment with contemporary notions of mathematics and the teaching and learning of mathematics. As such, it is important for teacher educators to help facilitate changes in teachers’ beliefs in ways that will enable them to become more effective teachers of mathematics. In this article I present the results of a research project designed to examine the feasibility of using the theory of conceptual change as a theory for changing mathematics teachers’ conceptions about key aspects of mathematics and the teaching and learning of mathematics. The results indicate both that the theory of conceptual change is a viable theory for designing interventions for the purpose of changing beliefs, and that the implementation of these aforementioned interventions resulted in the rejection of participants’ a priori beliefs.
Structure of students’ view of mathematics in the Estonian Business School
Authors: Kaldo Indrek
Published: December 2024

Students’ mathematics-related beliefs are a decisive parameter for engagement and success in school. In the present research the students’ attitudes, beliefs and motivations regarding mathematics at an Estonian university was explored. The paper focuses on describing such a view of mathematics. By means of a confirmatory factor analysis, seven factors were confirmed. The data were collected from 93 first-year mathematics course students in the Estonian Business School through a question- naire using a Likert-type scale. The study confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of beliefs, attitudes and motivation at the university level in Estonia.
Introduksjon til vektorer i norske lærebøker og i en undervisningsfilm
Authors: Fyhn Anne Birgitte
Published: December 2024

Vektorer introduseres andre år på videregående skole i Norge. Denne teksten undersøker hvordan læreverkene og en klatrefilm introduserer dette emnet og hvorvidt filmen kan supplere bøkene. Film og lærebøker undersøkes ut fra samme kriterier. Fordi bøkene bygger på læreplanen, presenteres først en oversikt over vektorers plass i norske læreplaner. Analysene viser at filmen kan supplere lærebøkene ved å utfordre elevenes matematiske tenking i forhold til relasjoner mellom vektor og vinkel. Analysene indikerer også en svakhet ved læreplanen: Læreplanens kompetansemål med hensyn på vektorer fokuserer kun på regning og prosedyrer uten at disse eksplisitt inngår i en sammenheng. Kompetansemålene sier heller ikke noe om forståelse.
Does the format matter? How the multiple-choice format might complicate the MKT items
Authors: Fauskanger Janne , Mosvold Reidar , Bjuland Raymond , Jakobsen Arne
Published: December 2024

In order to design appropriate professional development programs for teachers, an instrument has been developed in the U.S. to measure teachers’ mathematical knowledge for teaching. The process of translating and adapting these measures for use in other countries involves several challenges. This article focuses on issues related to the multiple-choice format of the items. Analyses of focus-group interviews reveal that the multiple-choice format may complicate the items. The teachers’ reflections about the format in this Norwegian case contribute to the understanding of this important challenge.
Structure of university students’ view of mathematics in Estonia
Authors: Kaldo Indrek , Hannula Markku
Published: December 2024

This study reports on first-year Estonian university students’ view of mathematics. The data was collected from 970 university students of different disciplines. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The study confirmed that several different attitudes, beliefs, and motivational orientations can be identified and validly measured as separate components of Estonian university students’ view of mathematics. However, the low reliability of some scales highlights the necessity for careful testing of instruments in any new population.
News from Nordic mathematics education
Authors: Bergsten Christer
Published: December 2024

The NoRME column in this issue of Nomad reports on a wide range of activities that have taken place ...
Primary teachers’ affect: a crucial variable in the teaching of mathematics
Authors: Coppola Cristina , Di Martino Pietro , Pacelli Tiziana , Sabena Cristina
Published: December 2024

Mathematics education is strongly interested in defining ”what is necessary for teaching mathematics effectively”. The main directions of research emphasize the cognitive side of the answer to this question, trying to describe what kind of knowledge is needed in order to teach mathematics effectively. Starting from the point that teachers’ affect plays a crucial role in determining the quality of teaching, we discuss this issue from a theoretical point of view, introducing the construct of ”attitude towards mathematics teaching”. Within this theoretical framework we conducted a study with 189 primary school pre-service teachers, investigating teachers’ emotions, beliefs and attitudes. In this paper, we analyze and discuss the relationship among the participants’ emotional disposition towards mathematics and towards the idea of having to teach it, their past experiences as math-students and the current perceived competence in mathematics.
(In)consistent? The mathematics teaching of a novice primary school teacher
Authors: Palmér Hanna
Published: December 2024

This article focuses on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this article a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.
Comparing mathematics teachers’ beliefs about good teaching: the cases of Estonia, Latvia and Finland
Authors: Lepik Madis , Pipere Anita , Hannula Markku S.
Published: December 2024

The article presents results from a cross-cultural NorBa project Mathematics teachers’ educational beliefs. We report on Estonian, Latvian and Finnish lower secondary mathematics teachers’ espoused beliefs about good teaching. A principal component analyses identified a two-component structure of teachers’ beliefs about good teaching: (1) Reasoning and conceptual understanding and (2) Mastery of skills and facts. Cross-cultural differences were identified in both of these dimensions. Latvian teachers indicated the strongest agreement with reasoning and conceptual understanding, Estonian teachers with mastery of skills and facts, while Finnish teachers scored lowest on both dimensions. Moreover, we analysed the amount of teachers with different profiles with regard to these two dimensions. The results suggest both common conceptual core of teachers’ beliefs on mathematics teaching and certain cultural influence on the profile of these beliefs.
Feeling of innovation in expert problem posing
Authors: Kontorovich Igor’ , Koichu Boris
Published: December 2024

This paper is one of the reports on a multiple-case study concerned with the intertwining between affect and cognition in the mechanisms governing experts when posing new mathematical problems. Based on inductive analysis of a single case of an expert poser for mathematics competitions, we suggest that the desire to experience the feeling of innovation may be one of such mechanisms. In the case of interest, the feeling was realized through expert’s reflections on the problems he created in the past, by systematically emphasizing how a new problem was innovative in comparison with other familiar problems based on the same nesting idea. The findings are discussed in light of past research on expert problem posers and expert problem solvers.
Making sense of a ”misleading” graph
Authors: Olande Oduor
Published: December 2024

Given the importance of a critical-analytical disposition in the case of graphical artefacts, this paper explores graphicacy based on students’ answers to an item from PISA survey test. Primarily, results from the written test were analyzed using PISA’s doubledigit rubrics or coding. In evaluating these categories, it is observed that just a small percentage of students are able to produce answers that reflect a critical-analytical approach with respect to the use of statistical/mathematical operators and forms of expressions. Secondly, video observation shows that students tend to employ what is perceived as an ”identification approach” while discussing the task. Whereas elements of mathematical and statistical ideas can be identified in the students’ discussion, these are not explicitly stated and are largely submerged in everyday concerns and forms of expression.
”I need advanced mathematics to pursue the career of my choice” – Norwegian students’ motivations for enrolling in mathematics and plans for post-secondary studies
Authors: Pedersen Ida Friestad
Published: December 2024

Participation in advanced science and mathematics courses in upper secondary school is a gateway to tertiary education and career opportunities in the STEM fields (Science, Technology, Engineering, and Mathematics). The purpose of this study is to investigate Norwegian final-year upper secondary school students’ motivations for choosing to enroll in the most advanced mathematics course offered (3MX), as well as to ascertain their plans for post-secondary education. Since females are underrepresented in mathematics and mathematics-related fields of study, special attention is paid to the gender perspective. The analyses are based on questionnaire data from the large-scale international achievement study TIMSS Advanced, and are framed by the expectancy-value model developed by Eccles and her colleagues (1985). Results show that the subject’s utility value was the primary reason for students’ enrollment in mathematics; that interest in mathematics as a school subject is somewhat more important to the girls than to the boys; and that there are some gender differences in students’ plans for post-secondary studies in the STEM fields.
Teacher-assisted open problem solving
Authors: Hähkiöniemi Markus , Leppäaho Henry , Francisco John
Published: December 2024

Previous research has developed several problem-solving models and suggested that the teacher plays a crucial role in guiding students’ problem solving. However, less is known about the particularities of problem solving and teacher guidance when dealing with open problems which include multiple possible solution pathways. The aim of this study is to understand students’ open problem-solving processes and teachers’ ways of supporting them. Data collection involved videotaping one 9th grade mathematics lesson with two video cameras and capturing the screens of the students’ computers. Seven student pairs worked on an open problem using GeoGebra under the guidance of a teacher trainee. We found that students had various kinds of problem-solving processes and that the teacher had a crucial role in guiding them. We elaborate on 9 ways how the teacher guided students to change between phases in open problem solving.
Arithmetic textbooks in Estonia, Iceland and Norway – similarities and differences during the nineteenth century
Authors: Bjarnadóttir Kristín , Christiansen Andreas , Lepik Madis
Published: December 2024

This paper identifies similarities and eventual differences in the development of public mathematics education in the nineteenth century in three Northern-European countries: Estonia, Iceland and Norway. Special attention is paid to how these developments were reflected in the first arithmetic textbooks written in the vernacular in these countries. By the end of the century, all three countries had taken serious steps to develop public education, and arithmetic textbooks, meant for self-instruction or for use in elementary schools, had been published. The content and style of presentation of these textbooks in Estonia, Iceland and Norway are described and compared in the paper, revealing their roots in Northern-European culture: Lutheran Protestantism, Enlightenment and pedagogical currents initiated by Comenius, Pestalozzi and Spencer, emphasizing meaningful learning. Their educational aims were important driving forces in growing national movements in the respective countries by contributing to capability to manage own resources and use of own vernacular, resulting in increased self-esteem.
First Announcement – NORMA 14, June 3rd – 6th 2014
Authors: Committee Conference
Published: December 2024

First Announcement – NORMA 14, June 3rd – 6th 2014
The first foci of elementary school students dealing with prognosis tasks in interviews
Authors: Stanja Judith
Published: December 2024

The nature of stochastics is not only characterized by its relationship as a model of the real phenomena described by it as well as by its usage to find hypotheses to be tested in reality, but also by its peculiar characteristic of modeling the relation between model and real phenomena. Stochastic prognoses can be one key concept for elementary school stochastics to implement the fundamental idea of the specific nature of stochastics. Stochastic prognoses may be characterized as reflexive statements containing the structural components focus, evaluation and justification. Examples are given to illustrate these components. The paper outlines some a priori determined conceptional requirements for stochastic prognoses to give a first orientation of what can be expected from primary school children. It is assumed that the topics, questions and problems stochastics is concerned with, are part of a culture that a child is just entering. To learn more about the ways in which primary school students understand and express stochastic prognoses, a series of half-structured interviews with 3rd graders (age 8-9) were videotaped and transcribed before and after a series of lessons. This contribution concentrates on the foci that children might adopt when dealing with prognosis tasks in interviews for the first time. An overview of the reconstructed types of foci is given and illustrated by examples. The stochastic foci reconstructed so far may be classified as simple foci that could be further described as sequential or aggregate foci. A case study of one child in a pre-interview shows what and how foci might be articulated when being confronted with the new semiotic means of a list.
Gender differences favouring females in Estonian university students’ views of mathematics
Authors: Kaldo Indrek , Hannula Markku S.
Published: December 2024

This study reports on first-year Estonian university students’ views of mathematics. The data were collected from 970 university students of different disciplines. The participants completed a Likert-type questionnaire that was compiled from previously published instruments. The results reveal the importance of Mastery Goal Orientation as central to the structure of their views of mathematics. In this study, in five of six dimensions, females hold a more positive view of mathematics than do male students. Performance-Approach Goal Orientation was the only dimension in which we found no statistically significant gender difference. In all the other dimensions, the female respondents expressed a more positive affect towards mathematics: They showed a more powerful mastery orientation, valued mathematics more, felt more competent, perceived their teacher more positively, and cheated less frequently.
Muligheter og begrensninger for studenters læring i praksisopplæring – eksempel fra en førveiledningsdialog i matematikk
Authors: Bjuland Raymond , Jakobsen Arne , Munthe Elaine
Published: December 2024

Denne artikkelen presenterer resultater fra en førveiledningsdialog mellom en grunnskolelærerstudent og hennes praksislærer fra en ordinær fjerde semesters praksisopplæringsperiode. Ved hjelp av en dialogisk tilnærming forsøker analysen å identifisere dialogsekvenser som inneholder ytringer som er støttende eller begrensende med tanke på å hjelpe studenten til å rette oppmerksomheten mot elevers læring av likeverdige brøker på 7. trinn. Inspirert av perspektiver som fremmer et positivt læringsmiljø i klasserommet (Bransford, Brown & Cocking, 2000) blir ytringer innenfor en dialogsekvens kategoriserte som elevsentrerte, kunnskapssentrerte og vurderingssentrerte med tanke på å planlegge en undervisningsøkt. Dette danner et grunnlag for å diskutere styrker og svakheter ved førveiledningsdialogen.
News from Nordic mathematics education
Authors: Bergsten Christer
Published: December 2024

In this issue of Nomad, the NoRME column reports on past, present and future activities within the field of mathematics education research in the Nordic region ...
Students’ conceptions about the formula for a rectangle’s area and some similarities to its historical context
Authors: Koleza Eugenia
Published: December 2024

In this paper, we focus on a debate between grade 6 students about the formula for a rectangle’s area, emerging during a 2-hours teaching, and raising questions about the possibility of using history in order to design a hypothetical learning/teaching trajectory of rectangle’s area, and we analyse students’ conceptions/misconceptions in relation to the historical context of area measurement.
Norwegian mathematics teachers’ and educational researchers’ perception of mpck items used in the teds-m study
Authors: Kaarstein Hege
Published: December 2024

This paper presents how Norwegian teachers and educational researchers categorised a collection of items used in the international TEDS-M study. The teachers cate- gorised the items according to their own prototype understanding of mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK), while the researchers categorised them after discussing how to understand MCK and MPCK and agreeing on what categorisation criteria to use. The results show that the item categorisation depended on the item characteristics. For example, multiple-choice items were associated with MCK and items asking the respondents to rewrite or reword a mathematical task were associated with MPCK. Furthermore, the results indicate a common Norwegian understanding of MPCK as the teachers’ and researchers’ categorisation largely coincided.
When does a variable vary? Identifying mathematical content knowledge for teaching variables
Authors: Kilhamn Cecilia
Published: December 2024

In what sense is x in the expression x + 2 a variable? What do teachers need to know about variables in order to create optimal learning conditions for students? The aim of this study is to understand the mathematical issues and demands of teaching the concept of variables, to outline a body of Specialized content knowledge for teaching (SCK). Data from two lessons in two Swedish grade 6 classrooms, with complimentary focus group interviews, were analysed using the Mathematical knowledge for teaching framework. Findings suggest some aspects of SCK to be an awareness of the different roles of the algebraic letter x in the expression x + 3, the equation x + 3 = 8 and the formula x + 3 = y, an appropriate use of the terms unknown and variable, and the importance of mathematical contexts for expressions.
Matematisk kvalitet i undervisning
Authors: Opsvik Frode , Skorpen Leif Bjørn
Published: December 2024

Vi vil i denne artikkelen studere kvalitetar ved matematikkundervisning. Dette gjer vi ved å ta i bruk omgrepet Matematisk kvalitet i undervisning (MKU) som byggjer på Mathematical quality of instruction (MQI) og eit tilhøyrande observasjons- og analyseinstrument som er utvikla av ei forskargruppe i USA. Vi vil arbeide med følgjande forskingsspørsmål: Korleis kan ein tilpasse og utvikle omgrepet MKU med tilhøyrande omgrepsapparat til bruk i rettleiingssituasjonar? På kva måtar kan ein bruke MKU-indikatorane som ein reiskap til å fokusere på ulike kvalitetar ved det matematikkfaglege innhaldet i undervisninga? Analyseinstrumentet (MQI) er opphavleg etablert for å gje eit kvantitativt mål på den matematiske kvaliteten i ein lærar si undervis- ning, basert på videoopptak av undervisninga. I rettleiingssituasjonar har vi bruk for å fokusere på kvalitative sider ved undervisninga. Artikkelen viser korleis vi har tilpassa analyseinstrumentet til kvalitativ bruk. Døme på bruk av omgrepsapparatet er henta frå eige videomateriale innsamla i prosjektet ”Kvalitet i opplæringa” 1 ved Høgskulen i Volda. MKU-omgrepsapparatet vil etter vårt syn vere nyttig ved til dømes observasjon og rettleiing av lærarstudentar i praksis.
Knowledge used when orchestrating mathematical discourses – doing, guiding and requesting
Authors: Drageset Ove Gunnar
Published: December 2024

There is a need to understand more about which types of knowledge teachers use when orchestrating mathematical discourses. This article combines models for mathematical knowledge for teaching with a recent framework that describes the actions that teachers typically use during classroom discourses in mathematics. By looking into what knowledge each action demands from the teacher, three areas related to mathematical knowledge for teaching are described: doing, guiding and requesting. Doing describes different ways the teachers are doing the mathematical work themselves. Guiding describes how the teachers help, while leaving most of the work to the students. Requesting describes different ways teachers asked the students to explain or contribute to the discourse.
Conceptualising a university teaching practice in an activity theory perspective
Authors: Treffert-Thomas Stephanie
Published: December 2024

In this article I present a theorisation of a university mathematics teaching practice, based on a research study into the teaching of linear algebra in a first year mathematics undergraduate course. The research was largely qualitative and consisted of data collected in interviews with the lecturer and in observations of his lectures. Using Leontiev’s (1981) activity theory framework I categorised the teaching of linear algebra on three levels: activity-motive, actions-goals and operations-conditions. Each level of analysis provided insights into the lecturer’s teaching approach, his motivation, his intentions and his strategies in relation to his teaching. I developed a model of the teaching process that relates goals as expressed by the lecturer in interviews to the strategies that he designed for his teaching.
An analysis of two 19th century Norwegian geometry books, and the reactions they caused
Authors: Christiansen Andreas
Published: December 2024

Bernt Michael Holmboe (1795–1850), professor in mathematics, wrote several textbooks on mathematics, and his presentation of geometry was traditional and in conformity with Euclidean ideas. Christopher Hansteen (1784–1873), professor in applied mathematics, wrote a textbook on geometry where he challenged the traditional Euclidean geometry. This paper analyses two very different approaches to basic definitions in the two geometry textbooks written by Holmboe and Hansteen, and what reactions this caused in the contemporary society. The main focus will be on the understanding of basic concepts in geometry, and of parallel lines and Euclid’s parallel postulate.
Using textbooks in the mathematics classroom – the teachers’ view
Authors: Lepik Madis , Grevholm Barbro , Viholainen Antti
Published: December 2024

Mathematics teachers’ self-reported practices of textbook use were investigated by a survey of more than 400 teachers in Estonia, Finland and Norway. Do they have different approaches in their use of textbooks and to what extent do they rely on textbooks in planning and preparing their lessons? What kinds of patterns characterize teachers’ practice when using textbooks in mathematics lessons? The answers to these questions indicate that in Estonia and Finland teachers have similar attitudes towards textbooks. They are responsible for the choice of book and the textbook has a strong effect on their didactical choices. In Norway the teachers are less dependent on the textbook. In Finland the textbook is the crucial resource for exercises while in Estonia and Norway teachers use other resources more often. The study reveals the limited use of the full potential of the textbook. Almost 45 % of the teachers use the textbook simply as an exercise book. As a result the pupils do not get the opportunity to fully exploit the book as a multifaceted learning resource.
Teachers’ use of resources in and for mathematics teaching
Authors: Grave Ingvild Lambert , Pepin Birgit
Published: December 2024

Over the past decades the amount of available resources for mathematics teaching has vastly increased, in particular the availability of resources on the web. However, we know very little about how teachers select and use the available resources. In this paper we investigate how four primary school teachers used curriculum resources in and for their mathematics teaching. Grounded in a case study approach, we have analysed lessons, teacher interviews, and documents they used for their lesson preparation and instruction. Subsequently, we identified five ”usage categories”: (1) resources to manage the teaching objectives; (2) resources to ”inspire” teaching; (3) resources for student work; (4) resources to adapt the teaching to indivi-dual students’ needs (differentiation); and (5) resources to organize the teaching. In this article we explain and discuss these five categories, and argue that the ”lens of resources” offers an opportune window into teachers’ work, in particular their work as mathematics teachers.
Mathematics teachers’ initial implementation of a digital tool package
Authors: Erfjord Ingvald
Published: December 2024

The study reported in this paper was situated within developmental research and concerns teachers’ initial implementation of a digital tool in mathematics teaching. The paper illuminates two types of implementation processes, and takes an activity theory perspective in the discussion of reasons and the types of issues experienced and addressed in the implementation processes. Using activity theory parlance it is argued that although the teachers appeared to have rather similar objects for the implementation, there were great differences in teachers’ goals and the kinds of issues dealt with in the implementation processes. The schools’ organisation, internal collaboration within each school and how the external requirements for mathematics teaching, such as a curriculum and examination standards, were approached, played a significant role in the different implementation processes.
Learning linear relationships through independent use of the mathematics textbook
Authors: Gallos Cronberg Florenda
Published: December 2024

This paper discusses the participation of one Grade 8 student in a typical Swedish mathematics class as she tried to learn independently about linear relationships, mainly through the mathematics textbook. Since this set-up has the possibility for every student to progress at different rates, only one student, through data from ten consecutive lessons, was considered. Results from an analysis of this student’s use of the textbook showed that the textbook is used independently more as an instrument for learning mathematics rather than an object of learning mathematics. However, further studies are required to determine the extent of learning and the development of mathematical skills.
Bokanmälan: Fra snublesten til byggesten. Matematikdidaktiske muligheder
Authors: Grevholm Barbro
Published: December 2024

Niss, M. & Jankvist, U. T. (red.) (2016). Fra snublesten til byggesten. Matematikdidaktiske muligheder. Frederiksberg: Frydenlund.
The role of semiotic resources when reading and solving mathematics tasks
Authors: Dyrvold Anneli
Published: December 2024

One part of being proficient in mathematics is to be able to read and solve mathematics tasks where mathematics is represented using different semiotic resources (i.e. natural language, mathematical notation, and different types of images). In the current study, statistical methods are used to investigate the potential meaning that the presence and co-occurrences of semiotic resources have for how demanding a mathematical task is to read and solve. The results reveal that the number of different semiotic resources in a mathematical task is not related to difficulty, but that difficulty is related to the particular combinations of semiotic resources where pictorial images are one of the resources. The results also indicate that the difficulty related to these semiotic characteristics is not related to an unnecessary reading demand.
Teachers’ pedagogical mathematical awareness in diverse child-age-groups
Authors: Björklund Camilla , Barendregt Wolmet
Published: December 2024

In this study we investigate preschool teachers’ attention to number sense, number sequence, geometrical shapes and patterns, and their pedagogical awareness regarding these areas in their work with younger and older preschool children. The specific research questions are: Are there differences in teachers’ attention to the different mathematical content areas depending on the age group they are teaching? And if mathematical content areas show differences between age groups, what pedagogical awareness levels constitute these differences? The study shows that the frequency of working with mathematical content is higher for all areas regarding older children, but teachers’ choice of mathematical content area is not necessarily depending on the age of the children. Teachers’ frequency of observing and engaging children in mathematics is lower among those working with younger children but the difference is in general quite small. Significant and substantial differences appear in teachers’ attention to children’s mathematizing initiatives and problematizing number sequences, geometrical shapes and patterns.
Enhancing data governance in collaborative research: Introducing SA DTA 1.1
Authors: Thaldar D , Botes M , Swales L , Esselaar P
Published: December 2024

Background. The SA DTA was updated to better serve the South African research community by providing clarity on exactly when – at what stage during research – institutions hold rights to the data they generate in collaborative research contexts where raw data are received and integrated with other data. SA DTA 1.1 introduces significant enhancements in data governance, focusing on the explicit definition and management of ‘inferential data’.
Objectives. To introduce SA DTA 1.1 and demonstrate its practical application in real-world research contexts.
Methods. Using a descriptive design, the study presents two practical case studies: one involving two universities and another a university and a pharmaceutical company. The first case focuses on identifying genetic markers for neurodegenerative diseases, while the second addresses genetic markers for chronic diseases.
Results. In the first case study, the entity conducting the analysis generated inferential data independently, thereby gaining sole rights in such data. In the second case study, both collaborating entities contributed to the data analysis, leading to joint rights in the inferential data. These findings demonstrate the flexibility and clarity provided by SA DTA 1.1 in managing data ownership and intellectual property rights.
Conclusion. SA DTA 1.1 significantly advances data governance by providing clear and adaptable guidelines for data rights in collaborative research. It supports ethical and efficient data sharing, protecting researchers’ interests and fostering global scientific innovation.
Beyond reproductive rights: Advocating for access to assisted reproductive technologies (ARTs) for socially infertile individuals using the right to benefit from scientific progress – lessons for African countries
Authors: Mthembu N
Published: December 2024

Scientific and technological innovations have increasingly enabled humans to overcome biological limitations. Assisted reproductive technologies (ARTs), for instance, offer persons facing medical or social barriers to parenthood the opportunity to realise their dream of building a family. However, in many African Anglophone countries, persons who are socially infertile—gay and single persons—are legally excluded from accessing ARTs to build their families. Relying on reproductive rights to argue against these inhibitive legal provisions may offer some hope, but reproductive rights are often narrowly interpreted to apply only to natural reproduction, excluding ARTs. This paper addresses this gap by exploring the possibility of relying on the right to benefit from scientific progress as a basis for challenging the inhibitive legal provisions. The right to benefit from scientific progress seems promising, as it is widely recognised in international human rights instruments and clearly encompasses ARTs as a scientific advancement. The right could therefore be essential in expanding access to ARTs for socially infertile persons in Africa.
Surrogate motherhood regulation in South Africa: Medical and ethico-legal issues in need of reform
Authors: Labuschaigne M , Auret E , Mabeka N
Published: December 2024

Chapter 19 of the Children’s Act No. 32 of 2005 regulates the practice of surrogate motherhood in South Africa and provides legal certainty regarding the rights of the children born as a result of surrogacy, including the rights of the different parties involved. Despite the clarity regarding the legal consequences of human reproduction by artificial fertilisation of women acting as surrogate mothers, some legal gaps and inconsistencies regarding certain medical and ethico-legal issues remain. The purpose of this article is to critically examine selected provisions whose implementation is hampered by a lack of detail or clarity, compromising compliance by the different parties to the surrogate motherhood agreement. The article concludes with recommendations on how some of these issues may be addressed to provide for legal certainty and transparency.
¿Cuál es el futuro de la productividad?
Authors: Bergeaud Antonin , Cette Gilbert
Published: December 2024

La productividad ha ido desacelerando en las economías avanzadas durante varias décadas, y los incrementos potenciales de productividad actuales se encuentran entre las más bajas observadas en más de un siglo, a excepción de en tiempos de guerra. A esta desaceleración general se añade una caída en Europa en comparación con los Estados Unidos, que se intensificó después de la pandemia. Con los inicios de una masiva propagación de la inteligencia artificial (IA), sus efectos sobre la productividad aumentan las esperanzas de una nueva revolución industrial, a pesar de que las estimaciones macroeconómicas actuales parecen decepcionantes.