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 curriculum

7
Lynn M. McGarvey
 Intentional play-spaces for teaching/learning mathematics with young children

9
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
 From the archives

37
Beth Herbel-Eisenmann and  David Pimm
 The one and the many: transcripts and the art of interpretation

38
David Pimm
 Work address

40
Lesley Rex
 Language in use

41
Beth Herbel-Eisenmann
 Textbook positioning

42
Ellice Forman
 Science or mathematics?

43
Mary Schleppegrell
 Purposeful grammar

44
Tim Rowland
 Hedged maxims

45
Codruta Temple
 Lexical density and the mathematics register

46
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