for the learning of
mathematics
  vol. 40 num. 1 (2020)
an international journal of mathematics education
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 front cover
                         

0
Elena Polotskaia
 Regards croisés sur l’apprentissage des mathématiques : TSD et TID
ABSTRACT                

2
Ana Carolina Faustino ,  Ole Skovsmose
 Dialogic and non-dialogic acts in learning mathematics
ABSTRACT                

9
Andrea Maffia ,  Cristina Sabena
 On the mathematics teacher’s use of gesture as pivot signs in semiotic chains
ABSTRACT                

15
Alon Pinto ,  Ronnie Karsenty
 Norms of proof in different pedagogical contexts
ABSTRACT                

22
Megan Staples ,  Kristin Lesseig
 Advancing a teacher-centered perspective on support-for-claims terminology
ABSTRACT                

28
Sfiso Cebolenkosi Mahlaba
 Do not fall into the same trap I nearly did: experiences of a mathematics education PhD student researching the triangle proportionality theorem
                         

36
Veselin Jungic ,  Xiaoheng Yan
 Cardinals vs. ordinals: which come first?
                         

38
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 From the archives
                         

41
Aditya P. Adiredja ,  Nicole Louie
 Untangling the web of deficit discourses in mathematics education
ABSTRACT                

42
Ole Skovsmose
 Three narratives about mathematics education
ABSTRACT                

47
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 Contributors
                         

52
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