Arne Engstr\u00f6m<\/em>, NORSMA scientific committee, Karlstad University, Sweden<\/p>\n10.30-12.00 Paper presentations 1 (3 parallel sessions)<\/p>\n
12.00-13.00 Lunch<\/p>\n
13.00-14.30 Paper presentations 2 (3 parallel sessions)<\/p>\n
14.30-15.00 Coffee<\/p>\n
15.00-16.15 Keynote 1: Bert De Smedt<\/em><\/p>\n19.00 Conference Dinner<\/p>\n
Wednesday 23.5.2018:
\n<\/strong>
\n9.00-10.00 Keynote 2: Pirjo Aunio<\/em><\/p>\n10.00-10.15 Coffee<\/p>\n
10.15-11.45 Paper presentations 3 (3 parallel sessions)<\/p>\n
11.45-12.00 Closing of the conference<\/p>\n
12.00-13.00 Lunch<\/p>\n
<\/p>\n
Paper sessions 1: Tuesday (22.5) 10.30-12.00<\/strong><\/h1>\nSession 1A, room F606<\/strong>
\nSymposia<\/strong><\/h2>\nThe role of the working memory and language skills in the prediction of arithmetic skills, and word problem solving at kindergarten and second grade
\nKytt\u00e4l\u00e4 FIN<\/em><\/p>\nThe effects of explicit instruction intervention in K-2 students with low performance
\nAunio FIN<\/em><\/p>\nThe connection of student\u2019s arithmetic skills in 5th grade with student self-assessment and teacher assessment of students\u2019 emotional and behavioral strengths in 5th, 6th, and 9th Grades
\nHakkarainen FIN<\/em><\/p>\nDimensionality of math anxiety and its longitudinal associations with math performance in adolescent students
\nKorhonen FIN<\/em><\/p>\nSession 1B, room C302<\/strong><\/h2>\nPedagogical tactfulness – relational study about the incalculable in mathematics teaching
\nLjungblad SWE<\/em><\/p>\nThe nature of knowing in relation to students in need of special education in mathematics
\nRoos SWE<\/em><\/p>\nUniversal Design for Assessment (UDA) in Undergraduate University Mathematics: Comparing Access and Target Skills Between Digital Self-Assessment and Traditional Course Exam
\nNieminen FIN<\/em><\/p>\nSpecial need teacher’s descriptions and the relationship between educational objectives
\nJohnsen NOR<\/em><\/p>\nSession 1C, room D406<\/strong><\/h2>\nSosiometrisesti suosittujen, torjuttujen, ristiriitaisten, huomiotta j\u00e4tettyjen ja keskim\u00e4\u00e4r\u00e4isten lasten v\u00e4liset erot k\u00e4ytt\u00e4ytymisen ja tunne-el\u00e4m\u00e4n vahvuuksissa.
\nRytioja FIN<\/em><\/p>\nPathways to educational aspirations
\nWidlund FIN<\/em><\/p>\nCognitive Profiles Predicting Reading and Arithmetic Skills at Grade 1 and at Grade 7
\nKorpip\u00e4\u00e4 FIN<\/em><\/p>\nSession 2A, room F606<\/strong><\/h2>\nEnhancement of SFON and cardinality related skills at day care
\nHannula-Sormunen FIN<\/em><\/p>\nBaseline assessment: Effects of cognitive skills and parental SES to the number
\nR\u00e4s\u00e4nen FIN<\/em><\/p>\nEarly identification of risk of arithmetical difficulties
\nReiker\u00e5s NOR<\/em><\/p>\nAddition and subtraction skills of Norwegian and Finnish third graders Mononen NOR<\/em><\/p>\nSession 2B, room C302<\/strong><\/h2>\nStudents in mathematical difficulties – teachers and students about low performance
\nKarlsson SWE<\/em><\/p>\nStudents attaining low results in mathematics
\nDalvang NOR<\/em><\/p>\nResources for competence building in Norway
\nOlaug Ellen Lona Svingen NOR<\/em><\/p>\nInclusion and student collaboration in the classroom
\nMette Lykke Krogh DEN<\/em><\/p>\nFormative Assessment from Special Education Teachers’ perspective
\nAndersson SWE<\/em><\/p>\nSession 2C, room D406<\/strong><\/h2>\nGrade 1, 4 and 7 students\u2019 comprehensions strategies when reading their mathematics textbook
\nSegerby SWE<\/em><\/p>\nDeveloping Dysfunctional Arithmetic Methods When Playing an iPad game
\nRietz SWE<\/em><\/p>\nDifferences in learning outcome between low achievement pupils in mathematics with, versus without, special needs education
\nSkorpen NOR<\/em><\/p>\nDyscalculia interview as bridge between neurocognition and mathematics education
\nLindeskov DEN<\/em><\/p>\n <\/p>\n