This paper describes three examples of Sámi mathematics. These examples, which are associated with different cultural contexts, show similarities to what Western mathematics calls 'combinatorics’. All examples are cultural practices that show descriptive use of mathematical knowledge. These are not mathematical problems and thus there is no need to find an exact number of possibilities. We describe ...

This article describes a study that aimed to investigate how children perform and document Land Art in local places near their kindergarten and the visualization of their experiences through their drawings back in the kindergarten. Documentation is important for a kindergarten’s planning and evaluation of pedagogical practices and activities. Studies have shown that ...

<p><i>Sápmi</i> is the Sámi term for the Sámi homeland and society, the land area extends from Central Norway, Sweden and Finland to the Kola Peninsula in Russia. In Norway, the Sámi as a population has status as an indigenous people, which means that the Sámi have the right to develop their own culture and language on their own premises. Traditionally the Sámi people has lived as hunters and gatherers ...

As part of a larger participatory research project, we examine storylines about mathematics education and students from minoritised cultures and/or languages in Norwegian news media. We identify some of the positionings construed in this public discourse to consider what kinds of positionings are made available in relationship to education and mathematics education. In particular, we focus on one ...

This handbook is for teachers working with children in the demanding conditions of emergencies - war, conflict, natural disasters, and other types of crisis - and their aftermath.<p> <p>Children affected by stress from conflict and crisis situations often have difficulties learning and functioning at school. They experience a sense of chaos, loss of concentration and reduced memory, making it ...

Teachers at Guovdageaidnu lower secondary school cooperated with researchers in translating Bishop’s mathematical activities from English into North Sámi. In this paper, we conduct a investigation of how the Sámi translations of mathematical activities work, and we explore whether the suggested verbs are sufficient. The context in our study is a teaching unit in lávvu—a traditional Sámi dwelling—where ...

I dette kapitlet bruker vi teorien om praksisarkitekturer som en linse for å undersøke hvordan nyutdannede lærere med en femårig integrert masterutdanning erfarer å inkluderes og få støtte gjennom skolens læringspraksis det første året i yrket. Kapitlet gir innsikt i hvordan individuelle og sosiale læringspraksiser i skolen får konsekvenser for nyutdannede læreres videre læring og utvikling og deres ...

Dette kapittelet handler om barnevernets møte med urfolk og nasjonale minoriteter. Forskning, brukerundersøkelser og offentlig debatter viser at barnevernet dårlig omdømme blant minoritetsbefolkningen og at det er utfordrende både for brukerne og barnevernsansatte (Bufdir, 2016; Saus, Salamonsen, Douglas, Hansen, & Thode, 2018; Øverli, Bergman, Finstad, & Nasjonalt kunnskapssenter om vold og traumatisk, ...

In this chapter, we present a self-study project (Zeichner, 2007) about student-centered education for student teachers. The aim was to explore in what way student-centered education might increase students’ engagement and learning in adapted education. We used social-cultural theory and a dialogical framework (Dysthe, 1996) both as the basis for planning education and analysis of the data. We built ...

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development ...