for the learning of
mathematics
  vol. 34 num. 2 (2014)
an international journal of mathematics education
Margaret Walshaw
 Who can know mathematics?
ABSTRACT
2
Susan Staats
 The interdisciplinary future of mathematics curriculum7
Lynn McGarvey
 Intentional play-spaces for teaching/learning mathematics with young children9
Gila Hanna and John Mason
 Key ideas and memorability in proof
ABSTRACT
12
Paul Christian Dawkins
 When proofs reflect more on assumptions than conclusions
ABSTRACT
17
Alf COles
 Transitional devices
ABSTRACT
24
Elise Lockwood
 A set-oriented perspective on solving counting problems
ABSTRACT
31
From the archives
 37
Beth Herbel-Eisenmann and David Pimm
 The one and the many: transcripts and the art of interpretation38
David Pimm
 Work address40
Lesley Rex
 Language in use41
Beth Herbel-Eisenmann
 Textbook positioning42
Ellice Forman
 Science or mathematics?43
Mary Schleppegrell
 Purposeful grammar44
Tim Rowland
 Hedged maxims45
Codruta Temple
 Lexical density and the mathematics register46
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