Please reserve Teachers day 13 November and Conference days 14 - 15 November.

NORSMA 7 addresses important issues for mathematics and special education policy and practice in Nordic countries. Theories, empirical results, and experiences from practice are presented. Both results from development and research already finalized, experiences from on-going work, and ideas for future collaboration are welcomed. We also welcome theoretical contributions to fundamental issues as what is meant by special needs education in mathematics and as how to characterize being in difficulties in mathematics.

Presentations and discussions are organized in themes and target groups. Themes include identification and teaching students in special needs in mathematics, strategies to prevent and intervene, teacher qualifications, and national policies on special needs and mathematics education. Target groups include children, adolescents, adults, diagnosed people, students in general and vocational education, second chance students and students in higher and professional education.  

Fertile ground for inspiration and co-learning across Nordic countries is provided, as education in the Nordic countries shares some similarities, but also differs. In addition, perspectives from outside the Nordic countries will be presented and discussed.

In the Nordic countries special needs education in mathematics has developed a lot since the first NORSMA conference in 2001 in Agder. The conference NORSMA 1 (2001) throughout NORSMA 6 (2011) each had an overall theme. From NORSMA 7 (2013) the Nordic Network Conferences begins at a mature state with presentations in a broad range of themes.jebu@dpu.dk

Please reserve Teachers day 13 November and Conference days 14 - 15 November.

NORSMA 7 addresses important issues for mathematics and special education policy and practice in Nordic countries. Theories, empirical results, and experiences from practice are presented. Both results from development and research already finalized, experiences from on-going work, and ideas for future collaboration are welcomed. We also welcome theoretical contributions to fundamental issues as what is meant by special needs education in mathematics and as how to characterize being in difficulties in mathematics.

Presentations and discussions are organized in themes and target groups. Themes include identification and teaching students in special needs in mathematics, strategies to prevent and intervene, teacher qualifications, and national policies on special needs and mathematics education. Target groups include children, adolescents, adults, diagnosed people, students in general and vocational education, second chance students and students in higher and professional education.  

Fertile ground for inspiration and co-learning across Nordic countries is provided, as education in the Nordic countries shares some similarities, but also differs. In addition, perspectives from outside the Nordic countries will be presented and discussed.

In the Nordic countries special needs education in mathematics has developed a lot since the first NORSMA conference in 2001 in Agder. The conference NORSMA 1 (2001) throughout NORSMA 6 (2011) each had an overall theme. From NORSMA 7 (2013) the Nordic Network Conferences begins at a mature state with presentations in a broad range of themes.jebu@dpu.dk

Please reserve Teachers day 13 November and Conference days 14 - 15 November.

NORSMA 7 addresses important issues for mathematics and special education policy and practice in Nordic countries. Theories, empirical results, and experiences from practice are presented. Both results from development and research already finalized, experiences from on-going work, and ideas for future collaboration are welcomed. We also welcome theoretical contributions to fundamental issues as what is meant by special needs education in mathematics and as how to characterize being in difficulties in mathematics.

Presentations and discussions are organized in themes and target groups. Themes include identification and teaching students in special needs in mathematics, strategies to prevent and intervene, teacher qualifications, and national policies on special needs and mathematics education. Target groups include children, adolescents, adults, diagnosed people, students in general and vocational education, second chance students and students in higher and professional education.  

Fertile ground for inspiration and co-learning across Nordic countries is provided, as education in the Nordic countries shares some similarities, but also differs. In addition, perspectives from outside the Nordic countries will be presented and discussed.

In the Nordic countries special needs education in mathematics has developed a lot since the first NORSMA conference in 2001 in Agder. The conference NORSMA 1 (2001) throughout NORSMA 6 (2011) each had an overall theme. From NORSMA 7 (2013) the Nordic Network Conferences begins at a mature state with presentations in a broad range of themes.jebu@dpu.dk