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

-   NOTE: MAILING OF VOLUME 40, ISSUE 1 DELAYED BY COVID-19 DISRUPTIONS                           0 -   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 -   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 -   Contributors                           52

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