Här finner du titlar på de bidrag som accepterats för presentation på Madif-12.

PLENAR FÖRELÄSNING

• Professor Paul Drijvers, Freudenthal, Institute, Utrecht University and HU University of Applied Sciences Utrecht, Utrecht: Computational thinking in the mathematics classroom (abstrakt), (presentation)

FULL PAPER

• Camilla Björklund, Hanna Palmér:   Designing a tool for exploring toddlers’ number knowledge in preschool
• Maria Fahlgren, Mats Brunström: Connected Classroom Technology to monitor, select and sequence student responses   
• Hanna Fredriksdotter, Niklas Norén, Kajsa Bråting: Investigating grade 6 students’ mathematical problem solving in small group interaction
• Miguel Perez: Five roles of the designer
• Jöran Petersson: Components of knowledge in solving linear equations
• Helena Roos: Methodological reflections of repeated interviews on teaching and learning mathematics
• Robert Gunnarsson, Malin Albinsson: A phenomenographic analysis of students’ use of base-ten material
• Eva Norén, Laura Caligari: Practices in multilingual mathematics classrooms: word problems
• Camilla Björklund: Children’s awareness of numbers’ part-whole relations when bridging through 10
• Jonas Bergman Ärlebäck, Peter Frejd: Eliciting pre-service secondary teachers’ initial ideas of sampling
• Ida Bergvall, Anneli Dyrvold: Towards a theoretical understanding of learning with self-explanation prompts
• Anette Bagger: Sustainable assessment in mathematics: a matter of access and participation
• Ray Pörn, Kirsti Hemmi, Paula Kallio-Kujala: “Programming is a new way of thinking” – Teacher views on programming as a part of the new mathematics curriculum in Finland
• Kajsa Bråting, Cecilia Kilhamn, Lennart Rolandsson: Integrating programming in Swedish school mathematics: description of a research project
• Ingi Heinesen Højsted, Maria Alessandra Mariotti: Signs emerging from students’ work on a designed dependency task in dynamic geometry
• Cecilie Carlsen Bach: Mathematical communication competency in a setting with GeoGebra
• Ulrika Ryan, Petra Svensson Källberg, Lisa Björklund Boistrup: Unpacking ”Languages as Resourse” – the case of mathematics education in Sweden
• Jane Tuominen, Charlotta Andersson, Lisa Björklund Boistrup: Critical aspects identified when equations were explored as a part-whole structure
• Anna Ida Säfström, Johan Lithner: Problem solving as a learning activity – an initial theoretical model
• Per Nilsson: Conceptual knowledge in mathematics – engaging in the game of giving and asking for reasons
• Martin Nyman: Primary students’ expressed emotions towards mathematics education
• Cecilie Carlsen Bach, Mathilde Kjær Pedersen, Rikke Maagaard Gregersen, Uffe Thomas Jankvist: On the notion of ‘background and foreground’ in networking of theories
• Anna Teledahl, Jan Olsson: Students’ use of written and illustrative information in mathematical problem solving
• Linda Marie Ahl, Ola Helenius: Polysemy and the role of representations for progress in conceptual knowledge
• Andreas Eckert, Alexandra Hjelte: Positioning of programming in mathematics classrooms – A literature review of evidence based didactical configurations
• Jonas Bergman Ärlebäck, Peter Frejd: On pre-service secondary teachers’ mathematical content knowledge in statistics
• Troels Lange, Tamsin Meaney: They saw and dared to call things mathematics: facilitators’ views on mathematical professional development module

SHORT PAPER

• Andreas Ebbelind: The role of figured worlds when student teachers become teachers
• Anne Tossavainen: Student Teachers´ Content Knowledge for Solving Elementary School Fraction Exercises
• Kristina Juter: Pre-service teachers’ explanations of division by zero and denseness of the number line
• Andreas Borg : The incorporation of programming in mathematical education
• Helena Eriksson: Algebraic thinking regarding different mathematical contents within early algebra
• Frithjof Theens: Sources of inequivalence in translated mathematics tasks identified with students’ reflections
• Elisabet Mellroth, Andreas Bergwall: Kollegialt lärande kring lärsituationer för gymnasieelever med särskild begåvning
• Oduor Olande: Number sense vocabulary: reflections from a pre-school pupil
• Helena Grundén^, Helén Sterner: Balancing interests in a research project through internal ethical engagement
• Maria Walla: Mathematical assessments for six-year-old students in Sweden and Norway
• Kristina Juter, Örjan Hansson, Andreas Redfors: Mathematics and physics at upper secondary school: an analysis of two lectures
• Johan Prytz, Helena Isleborn och Mats Berggren: Socialt risktagande vid kritiskt tänkande
• Malin Gardesten: Relational values ​​in inclusive mathematics classrooms – an intervention study
• Mathias Norqvist:Gazing at mathematical reasoning
• Dandan Sun: Research on the development of junior middle school mathematics teachers’ beliefs – from the perspective of history and pedagogy of mathematics
• Ewa Bergqvist, Tomas Bergqvist, Ulrika Wikström Hultdin, Lotta Vingsle, Magnus Österholm: How mathematical symbols and natural language is used in teachers’ presentations
• Ann-Marie Pendrill: Velocity, acceleration and the experiences of the body – derivatives and integrals in real life
• Olov Viirman, Magnus Jacobsson: How epistemological characteristics influence the design of a course in projective geometry
• Ewa Bergqvist, Bert Jonsson, Magnus Österholm:The processing of mathematical symbols in working memory
• Anna Wernberg, Jonas Dahl, Cecilia Winström, Lisa Björklund Boistrup: Critical aspects in mathematics teacher students’ writing of lesson plans
• Ewa Bergqvist, Tomas Bergqvist, Lotta Vingsle, Ulrika Wikström Hultdin, Magnus Österholm: How mathematical symbols and natural language are integrated in textbooks
• Johanna Pejlare: Programmering för lärande i matematik – beskrivning av ett forskningsprojekt
• Peter Markkanen: Digitala verktyg som stöd för elevers sätt att uppfatta geometriska figurer

SYMPOSIUM

• Aleksander Veraksa, Carme Balaguer, Silje Christensen, Tamsin Meaney: Evaluating numeracy apps in different cultural contexts
• Iben Maj Christiansen, Anna Pansell, Lisa Österling: Lärarutbildningens kunskapsbas – och hur vi kanske (inte) kan känna igen den