for the learning of mathematics


Hans Freudenthal - Vol. 1 Num. 2 (1981)
 Four-cube houses
                         

12-13
Jens Holger Lorenz - Vol. 1 Num. 2 (1981)
 Teacher-student interactions in the mathematics classroom: a review
                         

14-19
Ipke Wachsmuth - Vol. 2 Num. 2 (1982)
 Two modes of thinking - also relevant for the learning of mathematics?
                         

38-45
David Sturgess - Vol. 2 Num. 2 (1982)
 Teacher-student interactions
                         

49-50
Ruth Ben-Zvi - Vol. 3 Num. 1 (1983)
 Maybe a mathematics teacher can profit from the study of the history of mathematics
                         

30-37
Priscilla Chaffe-Stengel - Vol. 3 Num. 2 (1983)
 Facilitating symbolic understanding of fractions
                         

42-48
David Wheeler - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I a
                         

40
Stephen Brown - Vol. 4 Num. 1 (1984)
 The logic of problem generation: from morality and solving to de-posing and rebellion
                         

9-20
Geoffrey Howson - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I b
                         

41-42
Thomas Kieren - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I c
                         

42-44
Nicholas Balacheff - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I d
                         

44-45
Jeremy Kilpatrick - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I e
                         

45-46
Dick Tahta - Vol. 4 Num. 1 (1984)
 Research problems in mathematics education - I f
                         

46-47
Jere Confrey ,  Alan Bishop ,  Efraim Fischbein ,  Willem Kuijk and  Gérard Vergnaud - Vol. 4 Num. 2 (1984)
 Research problems in mathematics education - II
                         

39-44
Rosalinde Scott-Hodgetts - Vol. 4 Num. 2 (1984)
 Towards an understanding of mathematics teachers and the way they teach
                         

25-32
Caleb Gattegno - Vol. 4 Num. 3 (1984)
 Curriculum and epistemology - II
                         

19-21
Merlyn Behr ,  John Bernard ,  Diane Briars ,  George Bright ,  Judy Sowder and  Ipke Wachsmuth - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III a
                         

22-23
John Mason - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III b
                         

23-25
David Tall - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III c
                         

25-26
David Robitaille - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III d
                         

26-27
Thomas Carpenter - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III e
                         

27-28
William M. Brookes - Vol. 4 Num. 3 (1984)
 Research problems in mathematics education - III f
                         

28-29
Alan Bishop - Vol. 5 Num. 1 (1985)
 The social construction of meaning -- a significant development for mathematics education?
                         

24-28
Nicolas Balacheff ,  Claude Comiti ,  Colette Laborde and  B. Cornu - Vol. 5 Num. 1 (1985)
 Four views of ICME-5: Rapport sur le congrès ICME V, Adélaide 1984
                         

29-31
David Robitaille - Vol. 5 Num. 1 (1985)
 Four views of ICME-5: ICME-5 revisited
                         

31-32
David Pimm - Vol. 5 Num. 1 (1985)
 Four views of ICME-5: Letter from Adelaide
                         

33-35
John S. Conroy - Vol. 5 Num. 1 (1985)
 Four views of ICME-5: ICME past ... ICME still to come
                         

36
Diana Kroll - Vol. 5 Num. 2 (1985)
 Evidence from The Mathematics Teacher (1908-1920) on women and mathematics
                         

7-10
Hans-Georg Steiner - Vol. 5 Num. 2 (1985)
 Theory of mathematics education (TME): an introduction
                         

11-17
John W. Berry - Vol. 5 Num. 2 (1985)
 Learning mathematics in a second language: some cross-cultural issues
                         

18-23
Rosalinde Scott-Hodgetts - Vol. 5 Num. 2 (1985)
 Snapshots of a mathematics teacher: some preliminary data from the Mathematics Teaching Project
                         

46-52
Bat-Sheva Eylon - Vol. 6 Num. 2 (1986)
 Functions today and yesterday
                         

18-24
Nicolas Balacheff - Vol. 6 Num. 3 (1986)
 Cognitive versus situational analysis of problem-solving behaviors
                         

10-12
Hans-Georg Steiner - Vol. 7 Num. 1 (1987)
 Philosophical and epistemological aspects of mathematics and their interaction with theory and practice in mathematics education
                         

7-13
Robert Thomas - Vol. 7 Num. 1 (1987)
 Cartesian and non-Cartesian thinking: reflections on the learning of mathematics
                         

23-29
Tony Brown - Vol. 7 Num. 1 (1987)
 Teacher-student interactions
                         

48-52
Ruth Ben-Zvi - Vol. 7 Num. 2 (1987)
 History of mathematics for teachers: the case of irrational numbers
                         

18-23
Celia Hoyles - Vol. 7 Num. 2 (1987)
 Tools for learning -- insights for the mathematics educator from a Logo programming environment
                         

32-37
Nitsa Movshovits-Hadar - Vol. 8 Num. 2 (1988)
 Stimulating presentation of theorems followed by responsive proofs
                         

12-19
Hans-Georg Steiner - Vol. 8 Num. 3 (1988)
 Two kinds ofelements and the dialectic between synthetic-deductive and analytic-genetic approaches in mathematics
                         

7-15
Nitsa Movshovits-Hadar - Vol. 8 Num. 3 (1988)
 School mathematics theorems -- an endless source of surprise
                         

34-40
Rosalinde Scott-Hodgetts - Vol. 9 Num. 2 (1989)
 Mathematising the hard stuff
                         

27-31
John Clement and  Clifford Konold - Vol. 9 Num. 3 (1989)
 Fostering basic problem-solving skills in mathematics
                         

26-30
Kathryn Crawford - Vol. 10 Num. 1 (1990)
 Language and technology in classroom settings for students from non-technological cultures
                         

2-6
Klaus-Dieter Graf - Vol. 10 Num. 3 (1990)
 Popularizing geometrical concepts: the case of the kaleidoscope
                         

42-50
Marie-Jean Perrin-Glorian - Vol. 11 Num. 1 (1991)
 Didactic engineering, research and development tool: some theoretical problems linked to this duality
                         

13-18
Lisa Hefendehl-Hebeker - Vol. 11 Num. 1 (1991)
 Negative numbers: obstacles in their evolution from intuitive to intellectual constructs
                         

26-32
Martha B. Burton - Vol. 11 Num. 1 (1991)
 Grammatical translation-inhibitors in two classic word problem sentences
                         

43-46
Arthur Powell and  Mahendra Ramnauth - Vol. 12 Num. 2 (1992)
 Beyond questions and answers: prompting reflections and deepening understandings of mathematics using multiple-entry logs
                         

12-18
Zalman Usiskin - Vol. 12 Num. 3 (1992)
 Glimpses of ICME-7: Thoughts of an ICME regular
                         

19-20
Dale L. Brekke - Vol. 12 Num. 3 (1992)
 Glimpses of ICME-7: Encouragements and disturbances
                         

20-21
Anneli Lax - Vol. 12 Num. 3 (1992)
 Glimpses of ICME-7: A brief note on errors
                         

21-22
Leo Rogers - Vol. 12 Num. 3 (1992)
 Glimpses of ICME-7: Then and now
                         

22-23
Betty Johnston - Vol. 12 Num. 3 (1992)
 Glimpses of ICME-7: Walled cities
                         

23-24
Celia Hoyles - Vol. 12 Num. 3 (1992)
 Mathematics teaching and mathematics teachers: a meta-case study
                         

32-44
Claudine Blanchard-Laville - Vol. 12 Num. 3 (1992)
 Applications of psychoanalysis to the in-service training of mathematics teachers
                         

45-51
Ross M. Skelton - Vol. 13 Num. 1 (1993)
 Bion and problem-solving
                         

39-42
Joanna O. Masingila - Vol. 13 Num. 2 (1993)
 Learning from mathematics practice in out-of-school situations
                         

18-22
Rodney C. Bassanezi - Vol. 14 Num. 2 (1994)
 Modelling as a teaching-learning strategy
                         

31-35
Abraham Arcavi - Vol. 14 Num. 3 (1994)
 Symbol sense: informal sense-making in formal mathematics
                         

24-35
Janet Ainley - Vol. 15 Num. 2 (1995)
 Re-viewing graphing: traditional and intuitive approaches
                         

10-16
Orit Zaslavsky - Vol. 15 Num. 3 (1995)
 Open-ended tasks as a trigger for mathematics teachers' professional development
                         

15-20
Marja Van Den Heuvel-Panhuizen ,  James A. Middleton and  Leen Streefland - Vol. 15 Num. 3 (1995)
 Student-generated problems: Easy and difficult problems on percentage
                         

21-27
Rina Zazkis - Vol. 15 Num. 3 (1995)
 Fuzzy thinking in non-fuzzy situations: understanding students' perspective
                         

39-41
Jane-Jane Lo - Vol. 16 Num. 1 (1996)
 Building upon student experience in a college geometry course
                         

34-40
Sophie Haroutunian-Gordon - Vol. 16 Num. 2 (1996)
 On the learning of mathematics through conversation
                         

2-10
Robert Thomas - Vol. 16 Num. 2 (1996)
 Proto-mathematics and/or real mathematics
                         

11-18
David Henderson - Vol. 16 Num. 2 (1996)
 I learn mathematics from my students -- multiculturalism in action
                         

46-52
Gavin Hitchcock - Vol. 17 Num. 1 (1997)
 Teaching the negatives 1870-1970: a medley of models
                         

17-25
Luis Radford - Vol. 17 Num. 1 (1997)
 On psychology, historical epistemology, and the teaching of mathematics: towards a socio-cultural history of mathematics
                         

26-33
Munir Fasheh - Vol. 17 Num. 2 (1997)
 Is math in the classroom neutral -- or dead? A view from Palestine
                         

24-27
Patricio Herbst - Vol. 17 Num. 3 (1997)
 The number-line metaphor in the discourse of a textbook series
                         

36-45
Mamokgethi Setati - Vol. 18 Num. 1 (1998)
 Code-switching in a senior primary class of second-language mathematics learners
                         

34-40
Dave Pratt - Vol. 18 Num. 3 (1998)
 The co-ordination of meanings for randomness
                         

2-11
Ruhama Even and  Maxim Bruckheimer - Vol. 18 Num. 3 (1998)
 Univalence: a critical or non-critical characteristic of functions?
                         

30-32
William Higginson - Vol. 19 Num. 1 (1999)
 Sounds of canons at our gates: post-modernism comes to mathematics education
                         

24-27
Janet Ainley - Vol. 19 Num. 1 (1999)
 Who are you today? Complementary and conflicting roles in school-based research
                         

39-47
Dimitris Gavalas - Vol. 19 Num. 2 (1999)
 A four-sided view of 'function'
                         

38-41
Thabiso Nyabanyaba - Vol. 19 Num. 3 (1999)
 Whither relevance? Mathematics teachers' discussion of the use of 'real-life' contexts in school mathematics
                         

10-14
Karin Brodie - Vol. 20 Num. 1 (2000)
 Teacher intervention in small-group work
                         

9-16
Roza Leikin and  Greisy Winicki-Landman - Vol. 20 Num. 1 (2000)
 On equivalent and non-equivalent definitions: part 1
                         

17-21
Helen Featherstone - Vol. 20 Num. 2 (2000)
 "-Pat + Pat = 0": intellectual play in elementary mathematics
                         

14-23
Roza Leikin and  Greisy Winicki-Landman - Vol. 20 Num. 2 (2000)
 On equivalent and non-equivalent definitions: part 2
                         

24-29
Michael D. Hardy - Vol. 20 Num. 2 (2000)
 Co-operation, silence and the quest for 'cool' ideas
                         

37-39
Liz Bills - Vol. 20 Num. 2 (2000)
 Politeness in teacher­student dialogue: a socio-linguistic analysis
                         

40-47
Rina Zazkis - Vol. 20 Num. 3 (2000)
 Using code-switching as a tool for learning mathematical language
                         

38-43
Claudine Blanchard-Laville - Vol. 21 Num. 1 (2001)
 Mathematical knowledge and its relation to the knowledge of mathematics teachers: linked traumas and resonances of identity
                         

2-11
David Pimm - Vol. 21 Num. 2 (2001)
 Some notes on Theo van Doesburg (1883-1931) and his Arithmetic Composition I
                         

31-36
Karen D. King - Vol. 21 Num. 3 (2001)
 Conceptually-oriented mathematics teacher development: improvisation as a metaphor
                         

9-15
Greisy Winicki Landman - Vol. 21 Num. 3 (2001)
 History of Mathematics Education - as I read it
                         

22-24
Francis Lopez-Real - Vol. 21 Num. 3 (2001)
 Reflections on a TIMSS geometry lesson
                         

25-31
Junichi Hasewaga - Vol. 22 Num. 1 (2002)
 Case studies on the symbolism of difference-finding problems in first grade
                         

21-28
Tamara Bibby - Vol. 22 Num. 3 (2002)
 Creativity and logic in primary-school mathematics: a view from the classroom
                         

10-13
Nathalie Sinclair - Vol. 22 Num. 3 (2002)
 Re-constructing a painting with geometric eyes
                         

19-22
Tine Wedege - Vol. 22 Num. 3 (2002)
 Numeracy as a basic qualification in semi-skilled jobs
                         

23-28
Cyril Julie - Vol. 22 Num. 3 (2002)
 The activity system of school-teaching mathematics and mathematical modelling
                         

29-37
Richard Kitchen - Vol. 23 Num. 3 (2003)
 Getting real about mathematics education reform in high-poverty communities
                         

16-22
Markku S. Hannula - Vol. 23 Num. 3 (2003)
 Fictionalising experiences - experiencing through fiction
                         

31-37
Vicki Zack and  David A. Reid - Vol. 23 Num. 3 (2003)
 Good-enough understanding: theorising about the learning of complex ideas (part 1)
                         

43-50
Vicki Zack and  David A. Reid - Vol. 24 Num. 1 (2004)
 Good-enough understanding: theorising about the learning of complex ideas (part 2)
                         

25-28
Barbara Brizuela and  Analucia Schliemann - Vol. 24 Num. 2 (2004)
 Ten-year-old students solving linear equations
                         

33-40
Fulvia Furinghetti - Vol. 24 Num. 3 (2004)
 Lost and found in ICME-10
                         

24
Abraham Arcavi - Vol. 24 Num. 3 (2004)
 Solving linear equations - why, how and when?
                         

25-27
Dick Tahta - Vol. 25 Num. 1 (2005)
 Teaching mathematics - an editorial
                         

2-3
Razia Fakir Mohammad - Vol. 25 Num. 1 (2005)
 Issues of perceiving equality in a co-learning partnership in Pakistani schools
                         

11-15
Chris Breen - Vol. 25 Num. 1 (2005)
 Opening the space of possibility - for myself (and others?)
                         

24-27
Sandy Dawson - Vol. 25 Num. 1 (2005)
 Ideas reinforced - ideas seen in a new way - ideas to be used
                         

28
Marja Van Den Heuvel-Panhuizen - Vol. 25 Num. 2 (2005)
 The role of contexts in assessment problems in mathematics
                         

2-9
Tim Fukawa-Connelly - Vol. 25 Num. 2 (2005)
 Thoughts on learning advanced mathematics
                         

33-35
Younggi Choi and  Jonghoon Do - Vol. 25 Num. 3 (2005)
 Equality involved in 0.999... and (-8)^1/3
                         

13-15
Barbara Ball ,  Alf Coles ,  Dave Hewitt ,  Dave Wilson ,  Laurie Jacques ,  Kath Cross ,  Dick Tahta ,  Laurinda Brown ,  Gill Hatch and  Pete Griffin - Vol. 25 Num. 3 (2005)
 Talking about subject-specific pedagogy
                         

32-36
Tod Shockey - Vol. 26 Num. 1 (2006)
 Left-ventricle reduction through an ethnomathematics lens
                         

2-6
Dave Hewitt - Vol. 26 Num. 1 (2006)
 Subject-specific pedagogy: global and local aspects
                         

20
Manuel Santos-Trigo - Vol. 26 Num. 1 (2006)
 Dynamic representation, connections and meaning in mathematical problem solving
                         

21-25
Stephen Hegedus - Vol. 26 Num. 1 (2006)
 Jim Kaput - 1942-2005: a mentor, a colleague, a friend
                         

26-28
Torulf Palm - Vol. 26 Num. 1 (2006)
 Word problems as simulations of real-world situations: a proposed frameworks
                         

42-47
David Stocker - Vol. 26 Num. 2 (2006)
 Re-thinking real-world mathematics
                         

29
Dor Abrahamson ,  Matthew Berland ,  Benjamin Shapiro ,  Joshua Unterman and  Uri Wilensky - Vol. 26 Num. 3 (2006)
 Leveraging epistemological diversity through computer-based argumentation in the domain of probability
                         

39-45
Susan Staats - Vol. 27 Num. 1 (2007)
 Dynamic contexts and imagined worlds: an interdisciplinary approach to mathematics applications
ABSTRACT                

4-9
Daniel Orey and  Milton Rosa - Vol. 27 Num. 1 (2007)
 Cultural assertions and challenges towards pedagogical action of an Ethnomathematics program
ABSTRACT                

10-16
Gustavo Barallobres - Vol. 27 Num. 1 (2007)
 Introduction à l'algèbre par la généralisation : problèmes didactiques soulevés
ABSTRACT                

39-44
Monica Johansson - Vol. 27 Num. 1 (2007)
 Mathematical meaning making and textbook task
ABSTRACT                

45-51
Vicenc Font ,  Juan D. Godino and  Bruno D'Amore - Vol. 27 Num. 2 (2007)
 An onto-semiotic approach to representations in mathematics education
                         

2-7
Beth Herbel-Eisenmann - Vol. 27 Num. 2 (2007)
 A framework for uncovering the way a textbook may position the mathematics learner
                         

8-14
Ji-Eun Lee - Vol. 27 Num. 3 (2007)
 Talking about order of operations
                         

25-26
Gabriel J. Stylianides - Vol. 28 Num. 1 (2008)
 An analytic framework of reasoning-and-proving(part 1)
                         

9-16
Barbara Jaworski and  Stephen Lerman - Vol. 28 Num. 1 (2008)
 Leone Minna Burton: 14.9.1936-1.12.2007
                         

26-27
Jeongho Woo and  Jaehoon Yim - Vol. 28 Num. 2 (2008)
 Revisiting 0.999... and (-8)^1/3 in school mathematics from the perspective of the algebraic permanence principle
ABSTRACT                

11-16
Jérôme Proulx and  David Pimm - Vol. 28 Num. 2 (2008)
 Algebraic formulas, geometric awareness and Cavalieri's principle
ABSTRACT                

17-24
Richard Barwell ,  Luis Radford and  Brent Davis - Vol. 28 Num. 2 (2008)
 Meta-communication
                         

25
Paul Ernest - Vol. 28 Num. 2 (2008)
 Towards a semiotic of mathematical text (part 2)
ABSTRACT                

39-47
Davis Henderson - Vol. 28 Num. 3 (2008)
 Is all course-based mathematics special?
                         

9
Viviane Durand-Guerrier - Vol. 28 Num. 3 (2008)
 Mathématiques scolaires et Mathématiques
                         

14
Irit Peled and  Orit Zaslavsky - Vol. 28 Num. 3 (2008)
 Beyond local conceptual connections: meta-knowledge about procedure
                         

28-35
Michael N. Fried - Vol. 29 Num. 1 (2009)
 Similarity and Equality in Greek Mathematics: Semiotics, History of Mathematics, and Mathematics Education
ABSTRACT                

2-7
Amy Noelle Parks - Vol. 29 Num. 1 (2009)
 Doomsday Device: Rethinking the Deployment of the 'Achievement Gap' in Equity Arguments
ABSTRACT                

14-19
Marie Therese Farrugia - Vol. 29 Num. 1 (2009)
 Registers for mathematics classrooms in Malta: considering the options
ABSTRACT                

20-25
Anderson Norton - Vol. 29 Num. 2 (2009)
 Re-solving the learning paradox: epistemological and ontological questions for radical constructivism
ABSTRACT                

2-7
Tony Wing - Vol. 29 Num. 2 (2009)
 The post-Piagetian child: Early mathematical developments and a role for structured materials
ABSTRACT                

8-13
Cristina Frade ,  Peter Winbourne and  Selma Moura Braga - Vol. 29 Num. 2 (2009)
 A mathematics-science community or practice: Reconceptualising transfer in terms of crossing boundaries
ABSTRACT                

14-22
John Mason and  Anne Watson - Vol. 29 Num. 2 (2009)
 The Menousa
ABSTRACT                

32-37
Peter Appelbaum - Vol. 29 Num. 2 (2009)
 Taking Action - mathematics curricular organization for effective teaching and learning
ABSTRACT                

38-43
Nadine Bednarz and  Jérôme Proulx - Vol. 29 Num. 3 (2009)
 Knowing and using mathematics in teaching conceptual and epistemological clarifications
ABSTRACT                

11-17
Tim Burgess - Vol. 29 Num. 3 (2009)
 Statistical knowledge for teaching: Exploring it in the classroom
ABSTRACT                

18-21
Brent Davis and  Moshe Renert - Vol. 29 Num. 3 (2009)
 Mathematics-for-teaching as shared dynamic participation
ABSTRACT                

37-43
Craig Pournara - Vol. 29 Num. 3 (2009)
 Spreadsheets as a transparent resource for learning the mathematics of annuities
ABSTRACT                

49-52
Erik Tillema - Vol. 30 Num. 1 (2010)
 Functions of symbolizing activity: a discussion
ABSTRACT                

1-8
Jan Zwicky - Vol. 30 Num. 1 (2010)
 Mathematical analogy and metaphorical insight
ABSTRACT                

9-14
Vicenç Font ,  Juan D. Godino ,  Núria Planas and  Jorge I. Acevedo - Vol. 30 Num. 1 (2010)
 The object metaphor and synecdoche in mathematics classroom discourse
ABSTRACT                

15-19
Stephen J. Hegedus and  Luis Moreno-Armella - Vol. 30 Num. 1 (2010)
 Accommodating the instrumental genesis framework within dynamic technology environments
ABSTRACT                

26-31
Keith Weber - Vol. 30 Num. 1 (2010)
 Proofs that develop insight
ABSTRACT                

32-37
Margaret Rathouz - Vol. 30 Num. 1 (2010)
 Ambiguity in units and the referents: two cases in rational number operations
ABSTRACT                

44-52
Wolff-Michael Roth - Vol. 30 Num. 2 (2010)
 Incarnation: radicalizing embodiment of mathematics
ABSTRACT                

8-17
Konstantinos Tatsis and  Rijkje Dekker - Vol. 30 Num. 2 (2010)
 Combining approaches for the analysis of collaborative mathematics learning
ABSTRACT                

18-21
Kai-Lin Yang - Vol. 30 Num. 2 (2010)
 The potential of statement-posing tasks
ABSTRACT                

22-23
Sudan Hansraj - Vol. 30 Num. 2 (2010)
 Calculus free optimisation
ABSTRACT                

26-31
Miquel Albertí Palmer - Vol. 30 Num. 2 (2010)
 Situated mathematical research: the interaction of academic and non-academic practice
ABSTRACT                

32-39
Aishikin Adam ,  Willy Alangui and  Bill Barton - Vol. 30 Num. 3 (2010)
 Bright lights and questions: using mutual interrogation
ABSTRACT                

10-16
Marcy B. Wood - Vol. 30 Num. 3 (2010)
 Not understanding Andy: a metaphorical analysis of students’ resistance to learning
ABSTRACT                

17-22
Willy Mwakapenda - Vol. 30 Num. 3 (2010)
 Dinner with “maTHEMATICs”: in honOUR of DemYstifyING mathematics
ABSTRACT                

25-28
Melissa Rodd - Vol. 30 Num. 3 (2010)
 Geometrical visualisation – epistemic and emotional
ABSTRACT                

29-35
Denis Tanguay and  Denise Grenier - Vol. 30 Num. 3 (2010)
 Experimentation and proof in a solid geometry teaching situation
ABSTRACT                

36-42
Christian Bokhove and  Paul Drijvers - Vol. 30 Num. 3 (2010)
 Symbol sense behavior in digital activities
ABSTRACT                

43-49
David Tall - Vol. 31 Num. 1 (2011)
 Crystalline concepts in long-term mathematical invention and discovery
ABSTRACT                

3-8
Daniel Chazan and  Patricio Herbst - Vol. 31 Num. 1 (2011)
 Challenges of particularity and generality in depicting and discussing teaching
ABSTRACT                

9-13
Susan Gerofsky - Vol. 31 Num. 1 (2011)
 Ancestral genres of mathematical graphs
ABSTRACT                

14-19
Duncan Samson and  Marc Schäfer - Vol. 31 Num. 1 (2011)
 Enactivism, figural apprehension and knowledge objectification: an exploration of figural pattern generalisation
ABSTRACT                

37-43
Rina Zazkis and  Ami Mamolo - Vol. 31 Num. 2 (2011)
 Reconceptualizing knowledge at the mathematical horizon
ABSTRACT                

8-13
Robert Ward-Penny and  Sue Johnston-Wilder - Vol. 31 Num. 2 (2011)
 Exit interviews: undergraduates who leave mathematics behind
ABSTRACT                

21-26
Andrea Rohrer and  Gert Schubring - Vol. 31 Num. 2 (2011)
 Ethnomathematics in the 1930s - the contribution of Ewald Fettweis to the history of ethnomathematics
ABSTRACT                

35-39
Lisa Lunney Borden - Vol. 31 Num. 3 (2011)
 The 'verbification' of mathematics: using the grammatical structures of Mi'kmaq to support student learning
ABSTRACT                

8-13
Jean-François Maheux and  Wolff-Michael Roth - Vol. 31 Num. 3 (2011)
 Relationality and mathematical knowing
ABSTRACT                

36-41
Boris Koichu - Vol. 32 Num. 1 (2012)
 Enhancing an intellectual need for defining and proving: a case of impossible objects
ABSTRACT                

2-7
Tim Rowland - Vol. 32 Num. 1 (2012)
 Contrasting knowledge for elementary and secondary mathematics teaching
ABSTRACT                

16-21
Mary Beisiegel and  Elaine Simmt - Vol. 32 Num. 1 (2012)
 Formation of mathematics graduate students' mathematician-as-teacher identity
ABSTRACT                

34-39
Anna Sfard - Vol. 32 Num. 2 (2012)
 Research problems in mathematics education revisited: new clothes - and no emperor
                         

3-4
Elizabeth de Freitas - Vol. 32 Num. 2 (2012)
 The diagram as story: unfolding the event-structure of the mathematical diagram
ABSTRACT                

27-33
Martin A. Simon and  Nicora Placa - Vol. 32 Num. 2 (2012)
 Reasoning about intensive quantities in whole-number multiplication? A possible basis for ratio understanding
ABSTRACT                

35-41
Jérôme Proulx and  Jean-François Maheux - Vol. 32 Num. 2 (2012)
 Épistémologie et didactique des mathématiques : questions anciennes, nouvelles questions
ABSTRACT                

42-47
Chrystalla Papademetri-Kachrimani - Vol. 32 Num. 3 (2012)
 Revisiting van Hiele
ABSTRACT                

2-7
Wolff-Michael Roth - Vol. 32 Num. 3 (2012)
 Mathematical learning, the unseen and the unforseen
ABSTRACT                

15-21
Amir Asghari - Vol. 32 Num. 3 (2012)
 Specularity in algebra
ABSTRACT                

34-38
Paul Christian Dawkins - Vol. 32 Num. 3 (2012)
 Extensions of the semantic/syntactic reasoning framework
ABSTRACT                

39-45
Maria G. Bartolini Bussi and  Francesca Martignone - Vol. 33 Num. 1 (2013)
 Cultural issues in the communication of research on mathematics education
ABSTRACT                

2-8
Jill Neumayer-Depiper - Vol. 33 Num. 1 (2013)
 Teacher identity work in mathematics teacher education
ABSTRACT                

9-15
Jean-François Maheux - Vol. 33 Num. 1 (2013)
 Offering and differing
                         

17-18
Alf Coles - Vol. 33 Num. 1 (2013)
 On metacognition
ABSTRACT                

21-26
Kai-Lin Yang - Vol. 33 Num. 1 (2013)
 A framework for analysing textbooks based on the notion of abstraction
ABSTRACT                

33-39
Courtney Nagle - Vol. 33 Num. 2 (2013)
 Transitioning from introductory calculus to formal limit conceptions
ABSTRACT                

2-10
Christine Larson and  Michelle Zandieh - Vol. 33 Num. 2 (2013)
 Three interpretations of the matrix equation Ax=b
ABSTRACT                

11-17
Chiara Andrà - Vol. 33 Num. 2 (2013)
 How do students understand mathematical lectures? Note-taking as retelling of the teacher's story
ABSTRACT                

18-23
Hamsa Venkat - Vol. 33 Num. 2 (2013)
 Using temporal range to theorize early number teaching in South Africa
ABSTRACT                

31-36
Tony Brown ,  Elaine Hodson and  Kim Smith - Vol. 33 Num. 2 (2013)
 TIMSS mathematics has changed real mathematics forever
ABSTRACT                

38-43
Alexandre Pais - Vol. 33 Num. 3 (2013)
 Ethnomathematics and the limits of culture
ABSTRACT                

2-6
Farhaana Nyamekye - Vol. 33 Num. 3 (2013)
 Separate schooling for Black adolescent mathematics learners
ABSTRACT                

7-13
Uri Leron and  Orit Zaslavsky - Vol. 33 Num. 3 (2013)
 Generic proving: reflections on scope and method
ABSTRACT                

24-30
Carlos Castillo-Garsow - Vol. 33 Num. 3 (2013)
 Chunky and smooth images of change
ABSTRACT                

31-37
Brent Davis - Vol. 34 Num. 1 (2014)
 Toward a more power-full school mathematics
ABSTRACT                

12-17
Jean-François Maheux - Vol. 34 Num. 1 (2014)
 Re-counting mathematics education with technology
                         

25-28
Anna Baccaglini-Frank - Vol. 34 Num. 1 (2014)
 Intercultural dialogue and the geography and history of thought
                         

31-33
Goossen Karssenberg - Vol. 34 Num. 1 (2014)
 Learning geometry by designing Persian mosaics
ABSTRACT                

43-49
Margaret Walshaw - Vol. 34 Num. 2 (2014)
 Who can know mathematics?
ABSTRACT                

2-6
Lynn M. McGarvey - Vol. 34 Num. 2 (2014)
 Intentional play-spaces for teaching/learning mathematics with young children
                         

9-11
Elise Lockwood - Vol. 34 Num. 2 (2014)
 A set-oriented perspective on solving counting problems
ABSTRACT                

31-36
Beth Herbel-Eisenmann - Vol. 34 Num. 2 (2014)
 The one and the many: transcripts and the art of interpretation
                         

38-40
Beth Herbel-Eisenmann - Vol. 34 Num. 2 (2014)
 Textbook positioning
                         

42-43
Uffe Thomas Jankvist - Vol. 34 Num. 3 (2014)
 The use of original sources and its potential relation to the recruitment problem
ABSTRACT                

8-13
Jenni Ingram - Vol. 34 Num. 3 (2014)
 Shifting attention
ABSTRACT                

19-24
Wolff-Michael Roth - Vol. 35 Num. 1 (2015)
 Excess of graphical thinking: movement, mathematics and flow
ABSTRACT                

2-7
Uffe Thomas Jankvist and  Morten Misfeldt - Vol. 35 Num. 1 (2015)
 CAS-induced difficulties in learning mathematics?
ABSTRACT                

15-20
Dov Zazkis - Vol. 35 Num. 1 (2015)
 Monsters, lovers and former friends: exploring relationships with mathematics via personification
ABSTRACT                

33-38
Päivi Portaankorva-Koivisto - Vol. 35 Num. 1 (2015)
 Praxis in mathematics teacher education: introduction to a series of short communications
                         

39
Mark Boylan - Vol. 35 Num. 1 (2015)
 Emotionality and relationship in teaching mathe- matics: a praxis of embodiment and uncertainty
                         

41-42
Päivi Portaankorva-Koivisto - Vol. 35 Num. 1 (2015)
 Theory vs. practice or theory vs. experiences
                         

44-45
Lisser Rye Ejersbo ,  Uri Leron and  Abraham Arcavi - Vol. 34 Num. 3 (2014)
 Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle
ABSTRACT                

2-7
Orly Buchbinder ,  Daniel Chazan and  Elizabeth Fleming - Vol. 35 Num. 2 (2015)
 Insights into the school mathematics tradition from solving linear equations
ABSTRACT                

2-8
Alik Palatnik and  Boris Koichu - Vol. 35 Num. 2 (2015)
 Exploring insight: focus on shifts of attention
ABSTRACT                

9-14
Juan Pablo Mejia-Ramos - Vol. 35 Num. 2 (2015)
 On relative and absolute conviction in mathematics
ABSTRACT                

15-21
Houman Harouni - Vol. 35 Num. 2 (2015)
 Reframing the discussion on word problems: a political economy
ABSTRACT                

28-33
Paola Valero and  Gelsa Knijnik - Vol. 35 Num. 2 (2015)
 Governing the modern, neoliberal child through ICT research in mathematics education
ABSTRACT                

34-39
Catherine (Katy) Ulrich - Vol. 35 Num. 3 (2015)
 Stages in constructing and coordinating units additively and multiplicatively (Part 1)
ABSTRACT                

2-7
Jennifer Johnson-Leung - Vol. 35 Num. 3 (2015)
 Generic example proving criteria for all
ABSTRACT                

8-13
Sandy Dawson - Vol. 35 Num. 3 (2015)
 Learning mathematics does not (necessarily) mean constructing the right knowledge
ABSTRACT                

17-22
Vince Geiger and  Rudolf Straesser - Vol. 35 Num. 3 (2015)
 The challenge of publication for English non-dominant-language authors in mathematics education
ABSTRACT                MORE INFORMATION   

35-41
Mellony Graven - Vol. 36 Num. 1 (2016)
 When systemic interventions get in the way of localized mathematics reform
ABSTRACT                

8-13
Jean-François Maheux - Vol. 36 Num. 1 (2016)
 Sort-of-right mathematics
                         

24-25
David Guillemette - Vol. 36 Num. 1 (2016)
 Epistemologie historique, humanisme et approches socioculturelles : dialogue sur l’histoire des mathematiques
ABSTRACT                

29-33
Catherine (Katy) Ulrich - Vol. 36 Num. 1 (2016)
 Stages in constructing and coordinating units additively and multiplicatively (part 2)
ABSTRACT                

34-39
Janelle McFeetors and  Ralph Mason - Vol. 25 Num. 3 (2005)
 Voice and success in non-academic mathematics courses:(re)forming identity
                         

16-23
- - Vol. 34 Num. 1 (2014)
 Contributor affiliations and contact information
                         

52
- - Vol. 34 Num. 2 (2014)
 Contributor affiliations and contact information
                         

48
- - Vol. 34 Num. 3 (2014)
 Contributor affiliations and contact information
                         

40
- - Vol. 35 Num. 1 (2015)
 Contributor affiliations and contact information
                         

48
- - Vol. 35 Num. 2 (2015)
 Contributor affiliations and contact information
                         

40
- - Vol. 35 Num. 3 (2015)
 Contributor affiliations and contact information
                         

44
- - Vol. 36 Num. 1 (2016)
 Contributor affiliations and contact information
                         

40
- - Vol. 29 Num. 1 (2009)
 Contributor affiliations and contact information
                         

48
- - Vol. 29 Num. 2 (2009)
 Contributor affiliations and contact information
                         

44
- - Vol. 29 Num. 3 (2009)
 Contributor affiliations and contact information
                         

59-60
- - Vol. 30 Num. 1 (2010)
 Contributor affiliations and contact information
                         

52
- - Vol. 30 Num. 2 (2010)
 Contributor affiliations and contact information
                         

40
- - Vol. 30 Num. 3 (2010)
 Contributor affiliations and contact information
                         

58
- - Vol. 31 Num. 1 (2011)
 Contributor affiliations and contact information
                         

44
- - Vol. 31 Num. 2 (2011)
 Contributor affiliations and contact information
                         

40
- - Vol. 31 Num. 3 (2011)
 Contributor affiliations and contact information
                         

44
- - Vol. 32 Num. 1 (2012)
 Contributor affiliations and contact information
                         

40
- - Vol. 32 Num. 2 (2012)
 Contributor affiliations and contact information
                         

48
- - Vol. 32 Num. 3 (2012)
 Contributor affiliations and contact information
                         

48
- - Vol. 33 Num. 1 (2013)
 Contributor affiliations and contact information
                         

40
- - Vol. 33 Num. 2 (2013)
 Contributor affiliations and contact information
                         

44
- - Vol. 33 Num. 3 (2013)
 Contributor affiliations and contact information
                         

40
Mark A. Creager ,  Erik Jacobson and  Fetiye Aydeniz - Vol. 36 Num. 2 (2016)
 Can pedagogical concerns eclipse mathematical knowledge?
ABSTRACT                

2-7
Miguel Ribeiro ,  Maria Mellone and  Arne Jakobsen - Vol. 36 Num. 2 (2016)
 Interpreting students' non-standard reasoning: insights for mathematics teacher education
ABSTRACT                

8-13
Jane McChesney and  Susanna Wilson - Vol. 36 Num. 2 (2016)
 Mathematics education in a time of earthquakes: holding on and letting go
ABSTRACT                

14-18
Erik Tillema and  Andrew Gatza - Vol. 36 Num. 2 (2016)
 A quantitative and combinatorial approach to non-linear meanings of multiplication
ABSTRACT                

26-33
Wolff-Michael Roth - Vol. 36 Num. 2 (2016)
 On the social nature of mathematical reasoning
ABSTRACT                

34-39
- - Vol. 36 Num. 2 (2016)
 Contributor affiliations and contact information
                         

40
- - Vol. 36 Num. 3 (2016)
 Contributor affiliations and contact information
                         

52
Wes Maciejewski and  Bill Barton - Vol. 36 Num. 3 (2016)
 Mathematical foresight: thinking in the future to work in the present
ABSTRACT                

25-30
Patricia Morgan and  Dor Abrahamson - Vol. 36 Num. 3 (2016)
 Cultivating the ineffable: the role of contemplative practice in enactivist learning
ABSTRACT                

31-37
Yasmine Abtahi and  David Wagner - Vol. 36 Num. 3 (2016)
 Violence in un-rooted mathematics
                         

39-40
Sean Chorney ,  Tanya Noble ,  Robyn Ruttenberg-Rozen and  Mamokgethi Setati Phakeng - Vol. 36 Num. 3 (2016)
 Sharing space with the other to discuss mathematics education and social justice
ABSTRACT                

46-49
Alf Coles and  Nathalie Sinclair - Vol. 37 Num. 1 (2017)
 Re-thinking place value: from metaphor to metonym
ABSTRACT                

3-8
Osnat Fellus and  Florence Glanfield - Vol. 37 Num. 1 (2017)
 Reflections on the FLM pre-conference
                         

15-19
Jean-François Maheux - Vol. 37 Num. 1 (2017)
 Défis and opportunities of la diversité (linguistic) in publication
                         

20-24
Igor' Kontorovich and  Rina Zazkis - Vol. 37 Num. 1 (2017)
 Mathematical conventions: revisiting arbitrary and necessary
ABSTRACT                

29-34
Yasmine Abtahi - Vol. 37 Num. 1 (2017)
 The 'more knowledgeable other': a necessity in the zone of proximal development?
ABSTRACT                

35-39
- - Vol. 37 Num. 1 (2017)
 Contributor affiliations and contact information
                         

40
Marie Therese Farrugia - Vol. 37 Num. 2 (2017)
 On semiotics and jumping frogs: the role of gesture in the teaching of subtraction
ABSTRACT                

2-7
Jason Cooper and  Alon Pinto - Vol. 37 Num. 2 (2017)
 Mathematical and pedagogical perspectives on warranting: approximating the root of 18
ABSTRACT                

8-13
Ernest Kofi Davis - Vol. 37 Num. 2 (2017)
 A three-tier teaching model for teaching mathematics in context
ABSTRACT                

14-15
Vince Geiger ,  Claire Margolinas and  Rudolf Sträßer - Vol. 37 Num. 2 (2017)
 On the challenges of multi-linguisme in mathematics education research
ABSTRACT                

16-18
Alayne Armstrong - Vol. 37 Num. 2 (2017)
 Bricolage in middle years school mathematics
ABSTRACT                

19-24
Caroline Yoon - Vol. 37 Num. 2 (2017)
 The writing mathematician
ABSTRACT                

30-34
- - Vol. 37 Num. 2 (2017)
 Contributor affiliations and contact information
                         

40
- - Vol. 37 Num. 2 (2017)
 front cover
                         

0
Ami Mamolo - Vol. 37 Num. 3 (2017)
 April and the infinitely many ping pong balls
ABSTRACT                

2-8
Rina Zazkis - Vol. 37 Num. 3 (2017)
 Order of operations: on conventions, mnemonics and knowledge-in-use
                         

19-21
Linda Ahl ,  Mario Sánchez Aguilar and  Uffe Thomas Jankvist - Vol. 37 Num. 3 (2017)
 Distance mathematics education as a means for tackling impulse control disorder: the case of a young convict
ABSTRACT                

27-32
Einat Heyd-Metzuyanim - Vol. 37 Num. 3 (2017)
 Identity as a nexus of affect and discourse in mathematical learning
ABSTRACT                

33-38
Pietro di Martino and  Anna Baccaglini-Frank - Vol. 37 Num. 3 (2017)
 Beyond performance results: analyzing the informational and developmental potentials of standardized mathematics tests
ABSTRACT                

39-44
Sean Chorney - Vol. 37 Num. 3 (2017)
 Circles, materiality and movement
ABSTRACT                

45-49
- - Vol. 37 Num. 3 (2017)
 Contributor affiliations and contact information
                         

52
- - Vol. 37 Num. 3 (2017)
 front cover
                         

0


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