| 1 | Using textbooks in the mathematics classroom – the teachers’… (10.7146/nomad.v20i3-4.148695) | References ORCID | 45.15 | 7 |
| 2 | A review of the impact of formative assessment on student ac… (10.7146/nomad.v22i3.148889) | References ORCID | 42.25 | 6 |
| 3 | Norwegian prospective teachers’ MKT when interpreting pupils… (10.7146/nomad.v19i3-4.148652) | References ORCID | 38.91 | 5 |
| 4 | Integration, a genetic introduction (10.7146/nomad.v7i1.146657) | References ORCID | 38.91 | 5 |
| 5 | Learning mathematics through inquiry (10.7146/nomad.v13i3.148123) | References ORCID | 34.95 | 4 |
| 6 | Teachers’ use of resources in and for mathematics teaching (10.7146/nomad.v20i3-4.148698) | References ORCID | 34.95 | 4 |
| 7 | Professional development in early mathematics: effects of an… (10.7146/nomad.v21i4.148741) | References ORCID | 34.95 | 4 |
| 8 | Finnish mathematics teacher students’ informal and formal ar… (10.7146/nomad.v13i2.148119) | References ORCID | 30.10 | 3 |
| 9 | Learning opportunities offered by a classical calculus textb… (10.7146/nomad.v15i2.148241) | References ORCID | 30.10 | 3 |
| 10 | Innovative approaches to teaching mathematics in higher educ… (10.7146/nomad.v17i2.148420) | References ORCID | 30.10 | 3 |
| 11 | Methodological issues and challenges in research on mathemat… (10.7146/nomad.v20i3-4.148710) | References ORCID | 30.10 | 3 |
| 12 | Different perspectives on possible – desirable – plausible m… (10.7146/nomad.v21i4.148752) | References ORCID | 30.10 | 3 |
| 13 | Languaging in mathematics classrooms – space for students’ v… (10.7146/nomad.v26i2.149166) | References ORCID | 30.10 | 3 |
| 14 | Mathematical modelling in textbook tasks and national examin… (10.7146/nomad.v27i1.149184) | References ORCID | 30.10 | 3 |
| 15 | Bilingual students’ mother tongue – a resource for teaching… (10.7146/nomad.v13i4.148136) | References ORCID | 23.86 | 2 |
| 16 | Dialogical inquiry in practice teaching (10.7146/nomad.v14i1.148155) | References ORCID | 23.86 | 2 |
| 17 | Developing mathematics teaching through inquiry: a response… (10.7146/nomad.v15i1.148238) | References ORCID | 23.86 | 2 |
| 18 | Different views – some Swedish mathematics students’ concept… (10.7146/nomad.v15i4.148286) | References ORCID | 23.86 | 2 |
| 19 | Stability of beliefs in mathematics education: a critical an… (10.7146/nomad.v17i3-4.148472) | References ORCID | 23.86 | 2 |
| 20 | Primary teachers’ affect: a crucial variable in the teaching… (10.7146/nomad.v17i3-4.148477) | References ORCID | 23.86 | 2 |
| 21 | Dialogue between past and future mathematical identities (10.7146/nomad.v17i3-4.148482) | References ORCID | 23.86 | 2 |
| 22 | Feeling of innovation in expert problem posing (10.7146/nomad.v17i3-4.148493) | References ORCID | 23.86 | 2 |
| 23 | Att ändra arbetssätt och kultur inom den inledande aritmetik… (10.7146/nomad.v18i2.148501) | References ORCID | 23.86 | 2 |
| 24 | The role of textbooks in Finnish upper secondary school math… (10.7146/nomad.v20i3-4.148696) | References ORCID | 23.86 | 2 |
| 25 | Young children exploring probability – with focus on their d… (10.7146/nomad.v21i4.148744) | References ORCID | 23.86 | 2 |
| 26 | Matematikundervisning för begåvade elever – en forskningsöve… (10.7146/nomad.v22i1.148755) | References ORCID | 23.86 | 2 |
| 27 | When does a difference make a difference? Teaching about lan… (10.7146/nomad.v23i3-4.148988) | References ORCID | 23.86 | 2 |
| 28 | Literature review of mathematics teaching design for problem… (10.7146/nomad.v24i1.148997) | References ORCID | 23.86 | 2 |
| 29 | Authority in students’ peer collaboration in statistics: an… (10.7146/nomad.v24i2.149018) | References ORCID | 23.86 | 2 |
| 30 | Variation theory and teaching experiences as tools to genera… (10.7146/nomad.v26i3-4.149173) | References ORCID | 23.86 | 2 |
| 31 | Computational thinking as a tool in primary and secondary ma… (10.7146/nomad.v27i3.149191) | References ORCID | 23.86 | 2 |
| 32 | Preservice and inservice teachers’ views on digital tools fo… (10.7146/nomad.v28i3-4.149192) | References ORCID | 23.86 | 2 |
| 33 | Prospective mathematics teachers’ collective identity work:… (10.7146/nomad.v29i3-4.150751) | References ORCID | 23.86 | 2 |
| 34 | Conceptualising (mathematics teacher educator) identity work… (10.7146/nomad.v29i3-4.150755) | References ORCID | 23.86 | 2 |
| 35 | Textbooks as instruments – three teachers’ way to organize t… (10.7146/nomad.v11i3.147990) | References ORCID | 15.05 | 1 |
| 36 | From problem solving to modeling – the emergence of models a… (10.7146/nomad.v12i1.148020) | References ORCID | 15.05 | 1 |
| 37 | Developing numeracy in the workplace (10.7146/nomad.v12i1.148021) | References ORCID | 15.05 | 1 |
| 38 | Education of lower secondary mathematics teachers in Denmark… (10.7146/nomad.v12i2.148028) | References ORCID | 15.05 | 1 |
| 39 | An agenda for mathematics education in the decade of educati… (10.7146/nomad.v12i3.148035) | References ORCID | 15.05 | 1 |
| 40 | A collective enquiry into critical aspects of teaching the c… (10.7146/nomad.v12i4.148044) | References ORCID | 15.05 | 1 |
| 41 | Matematikopfattelser hos 2g’ere: fokus på de ‘tre aspekter’ (10.7146/nomad.v13i2.148079) | References ORCID | 15.05 | 1 |
| 42 | Do students need to learn how to use their mathematics textb… (10.7146/nomad.v13i3.148124) | References ORCID | 15.05 | 1 |
| 43 | Homework and minority students in difficulty with learning m… (10.7146/nomad.v13i4.148139) | References ORCID | 15.05 | 1 |
| 44 | School mathematical discourse in a learning landscape – unde… (10.7146/nomad.v13i4.148141) | References ORCID | 15.05 | 1 |
| 45 | An anthropological approach to a transitional issue – analys… (10.7146/nomad.v14i2.148174) | References ORCID | 15.05 | 1 |
| 46 | Handheld calculators as tools for students’ learning of alge… (10.7146/nomad.v14i2.148178) | References ORCID | 15.05 | 1 |
| 47 | Identities-in-action – exploring the fragility of discourse… (10.7146/nomad.v14i3.148209) | References ORCID | 15.05 | 1 |
| 48 | Translating test items into Norwegian – without getting lost… (10.7146/nomad.v14i4.148213) | References ORCID | 15.05 | 1 |
| 49 | Nordic collaboration in mathematics education research (10.7146/nomad.v14i4.148216) | References ORCID | 15.05 | 1 |
| 50 | Connecting theories in mathematics education: from bricolage… (10.7146/nomad.v15i1.148237) | References ORCID | 15.05 | 1 |
| 51 | Communication and learning at computers: an overview (10.7146/nomad.v15i2.148244) | References ORCID | 15.05 | 1 |
| 52 | Orchestrating mathematical activities in the kindergarten: t… (10.7146/nomad.v15i3.148280) | References ORCID | 15.05 | 1 |
| 53 | The theory of conceptual change as a theory for changing con… (10.7146/nomad.v16i1-2.148290) | References ORCID | 15.05 | 1 |
| 54 | Students’ mathematical identity formations in a Swedish mult… (10.7146/nomad.v16i1-2.148393) | References ORCID | 15.05 | 1 |
| 55 | Development of self-regulated learning skills in mathematics… (10.7146/nomad.v16i3.148402) | References ORCID | 15.05 | 1 |
| 56 | Methodological issues when studying the relationship between… (10.7146/nomad.v17i1.148413) | References ORCID | 15.05 | 1 |
| 57 | Upper secondary school students’ gendered conceptions about… (10.7146/nomad.v17i2.148419) | References ORCID | 15.05 | 1 |
| 58 | Affective pathways and interactive visualization in the cont… (10.7146/nomad.v17i3-4.148474) | References ORCID | 15.05 | 1 |
| 59 | Prolifing Swedish teachers’ knowledge base in probability (10.7146/nomad.v18i4.148623) | References ORCID | 15.05 | 1 |
| 60 | A comparison of three frameworks for measuring knowledge for… (10.7146/nomad.v19i1.148626) | References ORCID | 15.05 | 1 |
| 61 | View of mathematics – an investigation of Estonian universit… (10.7146/nomad.v19i2.148630) | References ORCID | 15.05 | 1 |
| 62 | ”Just-in-time teaching” in undergraduate mathematics (10.7146/nomad.v19i2.148633) | References ORCID | 15.05 | 1 |
| 63 | Common tasks of teaching as a resource for measuring profess… (10.7146/nomad.v19i3-4.148635) | References ORCID | 15.05 | 1 |
| 64 | Systemic functional linguistics as a methodological tool in… (10.7146/nomad.v20i1.148658) | References ORCID | 15.05 | 1 |
| 65 | Disciplined by tests (10.7146/nomad.v20i1.148667) | References ORCID | 15.05 | 1 |
| 66 | An analysis of two 19th century Norwegian geometry books, an… (10.7146/nomad.v20i3-4.148691) | References ORCID | 15.05 | 1 |
| 67 | Nordic school mathematics revisited – on the introduction an… (10.7146/nomad.v21i1.148718) | References ORCID | 15.05 | 1 |
| 68 | Improving word problem performance in elementary school stud… (10.7146/nomad.v21i2.148723) | References ORCID | 15.05 | 1 |
| 69 | Linguistic features and their function in different mathemat… (10.7146/nomad.v21i2.148726) | References ORCID | 15.05 | 1 |
| 70 | Mathematics teachers’ knowledge-sharing on the Internet: ped… (10.7146/nomad.v21i3.148734) | References ORCID | 15.05 | 1 |
| 71 | Lærerarbeidets matematiske undervisningsoppgaver (10.7146/nomad.v21i3.148737) | References ORCID | 15.05 | 1 |
| 72 | Locating learning of toddlers in the individual/society and… (10.7146/nomad.v21i4.148740) | References ORCID | 15.05 | 1 |
| 73 | Central skills in toddlers’ and pre-schoolers’ mathematical… (10.7146/nomad.v21i4.148742) | References ORCID | 15.05 | 1 |
| 74 | Initiating a conceptualization of the professional work of t… (10.7146/nomad.v21i4.148743) | References ORCID | 15.05 | 1 |
| 75 | The teaching of mathematical problem-solving in Swedish clas… (10.7146/nomad.v22i1.148759) | References ORCID | 15.05 | 1 |
| 76 | Peer assessment of mathematical understanding using comparat… (10.7146/nomad.v22i4.148924) | References ORCID | 15.05 | 1 |
| 77 | Editorial (10.7146/nomad.v23i1.148926) | References ORCID | 15.05 | 1 |
| 78 | A model for the role of the physical environment in mathemat… (10.7146/nomad.v23i1.148948) | References ORCID | 15.05 | 1 |
| 79 | The gap between school mathematics and university mathematic… (10.7146/nomad.v23i1.148950) | References ORCID | 15.05 | 1 |
| 80 | Developing mathematical reasoning by using questions in a mu… (10.7146/nomad.v23i3-4.148963) | References ORCID | 15.05 | 1 |
| 81 | Development of algebraic thinking: opportunities offered by… (10.7146/nomad.v24i1.148996) | References ORCID | 15.05 | 1 |
| 82 | University students’ general and specific beliefs about infi… (10.7146/nomad.v24i2.149020) | References ORCID | 15.05 | 1 |
| 83 | Fostering an intimate interplay between research and practic… (10.7146/nomad.v25i2.149053) | References ORCID | 15.05 | 1 |
| 84 | Student conceptions of assessment accommodations in universi… (10.7146/nomad.v25i3-4.149069) | References ORCID | 15.05 | 1 |
| 85 | Formative assessment – from the view of special education te… (10.7146/nomad.v25i3-4.149073) | References ORCID | 15.05 | 1 |
| 86 | Practice-based research on the teaching of mathematics: prog… (10.7146/nomad.v26i3-4.149177) | References ORCID | 15.05 | 1 |
| 87 | Creative and algorithmic reasoning – the role of strategy ch… (10.7146/nomad.v27i1.149181) | References ORCID | 15.05 | 1 |
| 88 | Scrutinizing Norwegian kindergarten teachers’ considerations… (10.7146/nomad.v27i2.149187) | References ORCID | 15.05 | 1 |
| 89 | Full-body interaction in young children’s modelling of count… (10.7146/nomad.v27i2.149188) | References ORCID | 15.05 | 1 |
| 90 | Methods and key findings in research on conversations in ear… (10.7146/nomad.v27i3.149237) | References ORCID | 15.05 | 1 |
| 91 | Adaptive number knowledge among primary school students of v… (10.7146/nomad.v27i4.149240) | References ORCID | 15.05 | 1 |
| 92 | Facilitating exploratory talk through mathematical programmi… (10.7146/nomad.v29i1.144978) | References ORCID | 15.05 | 1 |
| 93 | Professional identities, conflicting positions, and the chal… (10.7146/nomad.v29i3-4.150752) | References ORCID | 15.05 | 1 |
| 94 | Studying how a mathematics teacher’s professional identity s… (10.7146/nomad.v29i3-4.150753) | References ORCID | 15.05 | 1 |
| 95 | Standardized mathematics testing in Sweden: the legacy of Fr… (10.7146/nomad.v2i1.145003) | References ORCID | 15.05 | 1 |
| 96 | Second graders’ problem solving in a playful inquiry-based m… (10.7146/nomad.v30i3.157446) | References ORCID | 15.05 | 1 |
| 97 | Teachers’ task-specific questions when monitoring students’… (10.7146/nomad.v30i3.159685) | References ORCID | 15.05 | 1 |
| 98 | Social affordances in students’ mathematical modelling with… (10.7146/nomad.v30i4.164209) | References ORCID | 15.05 | 1 |
| 99 | Staking Claims (10.7146/nomad.v3i4.146188) | References ORCID | 15.05 | 1 |
| 100 | A review of recent research on cognitive, metacognitive and… (10.7146/nomad.v4i4.146434) | References ORCID | 15.05 | 1 |
| 101 | Social practice theory and mathematics teacher education: a… (10.7146/nomad.v8i3.146710) | References ORCID | 15.05 | 1 |
| 102 | A comparative study on students' beliefs concerning their au… (10.7146/nomad.v8i4.146841) | References ORCID | 15.05 | 1 |
| 103 | Farlige små tal - almendannelse i et risikosamfund (10.7146/nomad.v8i4.146842) | References ORCID | 15.05 | 1 |
| 104 | Methodological considerations on investigating teachers’ bel… (10.7146/nomad.v9i1.147060) | References ORCID | 15.05 | 1 |
| 105 | Dialogic learning in collaborative investigation (10.7146/nomad.v9i2.147119) | References ORCID | 15.05 | 1 |
| 106 | Semiotics as an analytic tool for the didactics of mathemati… (10.7146/nomad.v9i2.147121) | References ORCID | 15.05 | 1 |
| 107 | Mathematics at work – researching adults’ mathematics-contai… (10.7146/nomad.v9i2.147122) | References ORCID | 15.05 | 1 |
| 108 | Reality in mathematics assessment – an analysis of task-real… (10.7146/nomad.v9i3.147127) | References ORCID | 15.05 | 1 |