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
-
 Contributor affiliations and contact information
                         

48
Quick link to the following number:
FLM Board and Aims
Suggestions to writers
Current Issue (Home)
Subscribe to FLM
Search Table of Contents
Contact FLM