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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  David A. Reid - Vol. 23 Num. 3 (2003) | ||
Good-enough understanding: theorising about the learning of complex ideas (part 1)                           | 43-50 | |
Vicki Zack ,  David A. Reid - Vol. 24 Num. 1 (2004) | ||
Good-enough understanding: theorising about the learning of complex ideas (part 2)                           | 25-28 | |
Barbara Brizuela ,  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 | |
Laurent Theis - Vol. 25 Num. 3 (2005) | ||
L'apprentissage du signe = : un obstacle cognitif important ABSTRACT                 | 7-12 | |
Younggi Choi ,  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 ,  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 ,  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 Clark Orey ,  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 ,  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 ,  Stephen Lerman - Vol. 28 Num. 1 (2008) | ||
Leone Minna Burton: 14.9.1936-1.12.2007                           | 26-27 | |
Jeongho Woo ,  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 ,  David Pimm - Vol. 28 Num. 2 (2008) | ||
Algebraic formulas, geometric awareness and Cavalieri's principle ABSTRACT                 | 17-24 | |
Richard Barwell ,  Luis Radford ,  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 | |
David 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 ,  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 ,  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 ,  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 | |
Tim Burgess - Vol. 29 Num. 3 (2009) | ||
Statistical knowledge for teaching: Exploring it in the classroom ABSTRACT                 | 18-21 | |
Brent Davis ,  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 ,  Jorge I. Acevedo - Vol. 30 Num. 1 (2010) | ||
The object metaphor and synecdoche in mathematics classroom discourse ABSTRACT                 | 15-19 | |
Stephen J. Hegedus ,  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 ,  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 ,  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 ,  Denise Grenier - Vol. 30 Num. 3 (2010) | ||
Experimentation and proof in a solid geometry teaching situation ABSTRACT                 | 36-42 | |
Christian Bokhove ,  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 ,  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 ,  Marc Schäfer - Vol. 31 Num. 1 (2011) | ||
Enactivism, figural apprehension and knowledge objectification: an exploration of figural pattern generalisation ABSTRACT                 | 37-43 | |
Rina Zazkis ,  Ami Mamolo - Vol. 31 Num. 2 (2011) | ||
Reconceptualizing knowledge at the mathematical horizon ABSTRACT                 | 8-13 | |
Robert Ward-Penny ,  Sue Johnston-Wilder - Vol. 31 Num. 2 (2011) | ||
Exit interviews: undergraduates who leave mathematics behind ABSTRACT                 | 21-26 | |
Andrea Rohrer ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  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 ,  Elizabeth Fleming - Vol. 35 Num. 2 (2015) | ||
Insights into the school mathematics tradition from solving linear equations ABSTRACT                 | 2-8 | |
Alik Palatnik ,  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 ,  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 ,  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 ,  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 ,  Fetiye Aydeniz - Vol. 36 Num. 2 (2016) | ||
Can pedagogical concerns eclipse mathematical knowledge? ABSTRACT                 | 2-7 | |
Miguel Ribeiro ,  Maria Mellone ,  Arne Jakobsen - Vol. 36 Num. 2 (2016) | ||
Interpreting students' non-standard reasoning: insights for mathematics teacher education ABSTRACT                 | 8-13 | |
Jane McChesney ,  Susanna Wilson - Vol. 36 Num. 2 (2016) | ||
Mathematics education in a time of earthquakes: holding on and letting go ABSTRACT                 | 14-18 | |
Erik Tillema ,  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 ,  Bill Barton - Vol. 36 Num. 3 (2016) | ||
Mathematical foresight: thinking in the future to work in the present ABSTRACT                 | 25-30 | |
Patricia Morgan ,  Dor Abrahamson - Vol. 36 Num. 3 (2016) | ||
Cultivating the ineffable: the role of contemplative practice in enactivist learning ABSTRACT                 | 31-37 | |
Yasmine Abtahi ,  David Wagner - Vol. 36 Num. 3 (2016) | ||
Violence in un-rooted mathematics                           | 39-40 | |
Sean Chorney ,  Tanya Noble ,  Robyn Ruttenberg-Rozen ,  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 ,  Nathalie Sinclair - Vol. 37 Num. 1 (2017) | ||
Re-thinking place value: from metaphor to metonym ABSTRACT                 | 3-8 | |
Osnat Fellus ,  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 ,  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 ,  Alon Pinto - Vol. 37 Num. 2 (2017) | ||
Mathematical and pedagogical perspectives on warranting: approximating the root of 18 ABSTRACT                MORE INFORMATION    | 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 ,  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 ,  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 ,  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 | |
- - Vol. 38 Num. 1 (2018) | ||
front cover                           | 0 | |
Nenad Radakovic ,  Susan Jagger ,  Limin Jao - Vol. 38 Num. 1 (2018) | ||
Writing and reading multiplicity in the uni-verse: engagements with mathematics through poetry ABSTRACT                 | 2-6 | |
Yusuke Shinno ,  Takeshi Miyakawa ,  Hideki Iwasaki ,  Susumu Kunimune ,  Tatsuya Mizoguchi ,  Terumasa Ishii ,  Yoshitaka Abe - Vol. 38 Num. 1 (2018) | ||
Challenges in curriculum development for mathematical proof in secondary school: cultural dimensions to be considered ABSTRACT                 | 26-30 | |
Ole Skovsmose - Vol. 38 Num. 1 (2018) | ||
Critical constructivism: interpreting mathematics education for social justice ABSTRACT                 | 38-43 | |
- - Vol. 38 Num. 1 (2018) | ||
Contributor affiliations and contact information                           | 44 | |
Susan Staats - Vol. 38 Num. 2 (2018) | ||
Coloring conjectures with sound, silence, syntax and gesture: a multimodal poetic analysis ABSTRACT                 | 2-8 | |
- - Vol. 38 Num. 2 (2018) | ||
front cover                           | 0 | |
- - Vol. 38 Num. 2 (2018) | ||
Contributor affiliations and contact information                           | 44 | |
Vanessa Sena Tomaz ,  Maria Manuela David - Vol. 38 Num. 3 (2018) | ||
Mathematical artifacts as communicational facilitators between indigenous and non-indigenous cultures ABSTRACT                 | 2-11 | |
- - Vol. 38 Num. 3 (2018) | ||
front cover                           | 0 | |
- - Vol. 38 Num. 3 (2018) | ||
Contributor affiliations and contact information                           | 58-60 | |
Jean-François Maheux - Vol. 38 Num. 3 (2018) | ||
Conversation                           | 14-16 | |
Rod E. Case ,  Gwendolyn Williams ,  Peter Cobin - Vol. 38 Num. 3 (2018) | ||
Metaphor and problem-solving among English language learners                           | 16-18 | |
- - Vol. 39 Num. 1 (2019) | ||
front cover                           | 0 | |
Stacy Brown - Vol. 39 Num. 1 (2019) | ||
Leveraging the perceptual ambiguity of proof scripts to witness students’ identities ABSTRACT                 | 7-12 | |
Christopher C. Tisdell - Vol. 39 Num. 1 (2019) | ||
Schoenfeld’s problem-solving models viewed through the lens of exemplification                           | 24-26 | |
Juan D. Godino ,  Carmen Batanero ,  Vicenç Font - Vol. 39 Num. 1 (2019) | ||
The Onto-semiotic Approach: implications for the prescriptive character of didactics ABSTRACT                 | 38-43 | |
- - Vol. 39 Num. 1 (2019) | ||
Contributor affiliations and contact information                           | 48-49 | |
- - Vol. 39 Num. 2 (2019) | ||
front cover                           | 0 | |
Mogens Niss - Vol. 39 Num. 2 (2019) | ||
The very multi-faceted nature of mathematics education research ABSTRACT                 | 2-7 | |
Alik Palatnik ,  Boris Koichu - Vol. 39 Num. 2 (2019) | ||
Flashes of creativity ABSTRACT                 | 8-12 | |
Helen Thouless ,  Sue Gifford - Vol. 39 Num. 2 (2019) | ||
Dotty triangles ABSTRACT                 | 13-18 | |
Ulrika Ryan - Vol. 39 Num. 2 (2019) | ||
Mathematical preciseness and epistemological sanctions ABSTRACT                 | 25-29 | |
- - Vol. 39 Num. 2 (2019) | ||
Contributor affiliations and contact information                           | 48 | |
- - Vol. 39 Num. 3 (2019) | ||
front cover                           | 0 | |
Einat Heyd-Metzuyanim - Vol. 39 Num. 3 (2019) | ||
Dialogue between discourses: beliefs and identity in mathematics education ABSTRACT                 | 2-8 | |
Kyriakos Petakos - Vol. 39 Num. 3 (2019) | ||
Is mathematical productivity a quasi-OCD?                           | 9-10 | |
Nicholas Wasserman - Vol. 39 Num. 3 (2019) | ||
Duality in combinatorial notation ABSTRACT                 | 16-21 | |
Justin Dimmel ,  Amanda Milewski - Vol. 39 Num. 3 (2019) | ||
Scale, perspective and natural mathematical questions ABSTRACT                 | 34-40 | |
- - Vol. 39 Num. 3 (2019) | ||
Contributor affiliations and contact information                           | 52 | |
- - Vol. 39 Num. 3 (2019) | ||
Volume index                           | 50-51 | |
Elena Polotskaia - Vol. 40 Num. 1 (2020) | ||
Regards croisés sur l’apprentissage des mathématiques : TSD et TID ABSTRACT                 | 2-8 | |
Ana Carolina Faustino ,  Ole Skovsmose - Vol. 40 Num. 1 (2020) | ||
Dialogic and non-dialogic acts in learning mathematics ABSTRACT                 | 9-14 | |
Alon Pinto ,  Ronnie Karsenty - Vol. 40 Num. 1 (2020) | ||
Norms of proof in different pedagogical contexts ABSTRACT                 | 22-27 | |
Megan Staples ,  Kristin Lesseig - Vol. 40 Num. 1 (2020) | ||
Advancing a teacher-centered perspective on support-for-claims terminology ABSTRACT                 | 28-35 | |
- - Vol. 40 Num. 1 (2020) | ||
From the archives                           | 41 | |
Ole Skovsmose - Vol. 40 Num. 1 (2020) | ||
Three narratives about mathematics education ABSTRACT                 | 47-51 | |
- - Vol. 40 Num. 1 (2020) | ||
Contributors                           | 52 | |
- - Vol. 40 Num. 0 (2020) | ||
front cover                           | 0 | |
Richard Barwell - Vol. 40 Num. 0 (2020) | ||
Learning mathematics in time and space ABSTRACT                 | 3-8 | |
Tracy Helliwell ,  Julian Brown - Vol. 40 Num. 0 (2020) | ||
Seeing more, seeing differently as mathematics teacher educator researchers ABSTRACT                 | 9-14 | |
Olive Chapman - Vol. 40 Num. 0 (2020) | ||
Mathematics teacher educators’ use of narrative in research, learning and teaching ABSTRACT                 | 21-27 | |
David Reid - Vol. 40 Num. 0 (2020) | ||
Learning to teach a mathematical emotional orientation ABSTRACT                 | 44-48 | |
Brent Davis - Vol. 40 Num. 0 (2020) | ||
Number work: teachers as experts who can think like novices ABSTRACT                 | 49-54 | |
- - Vol. 40 Num. 0 (2020) | ||
Contributors                           | 61 | |
- - Vol. 40 Num. 1 (2020) | ||
front cover                           | 0-1 | |
- - Vol. 40 Num. 2 (2020) | ||
front cover                           | 0 | |
Vilma Mesa ,  Angeliki Mali - Vol. 40 Num. 2 (2020) | ||
Studying student actions with dynamic textbooks in university settings: the log as research instrument ABSTRACT                 | 8-14 | |
Emilia Florio ,  Luigi Maieru' ,  Giuseppina Fenaroli - Vol. 40 Num. 2 (2020) | ||
The construction of regular polygons between geometry and algebra: a didactic-historical example                           | 23-24 | |
- - Vol. 40 Num. 2 (2020) | ||
From the archives                           | 24-25 | |
Janet Walkoe ,  Mariana Levin - Vol. 40 Num. 2 (2020) | ||
Seeds of algebraic thinking: towards a research agenda ABSTRACT                 | 27-31 | |
Hwa Young Lee ,  Hamilton L. Hardison ,  Teo Paoletti - Vol. 40 Num. 2 (2020) | ||
Foregrounding the background: two uses of coordinate systems ABSTRACT                 | 32-37 | |
Kathleen Melhuish ,  Jennifer A. Czocher - Vol. 40 Num. 2 (2020) | ||
Division is pretty much just multiplication ABSTRACT                 | 38-43 | |
- - Vol. 40 Num. 2 (2020) | ||
Contributors                           | 44 | |
- - Vol. 40 Num. 3 (2020) | ||
front cover                           | 0 | |
Giulia Ferrari - Vol. 40 Num. 3 (2020) | ||
Moving as a circle: folds and nuances of a mathematical concept ABSTRACT                 | 3-8 | |
Nicole Panorkou - Vol. 40 Num. 3 (2020) | ||
Dynamic measurement reasoning for area and volume ABSTRACT                 | 9-13 | |
Louis-Philippe Turineck - Vol. 40 Num. 3 (2020) | ||
Some considerations towards the concept of money in elementary school: money as measurement                           | 22-24 | |
Chiara Andrà ,  Giulia Bernardi - Vol. 40 Num. 3 (2020) | ||
Reversal theory to understand students' difficulties with graphs in mathematics ABSTRACT                 | 25-30 | |
Moritz L. Sümmermann ,  Benjamin Rott - Vol. 40 Num. 3 (2020) | ||
On the future of design in mathematics education research ABSTRACT                 | 31-34 | |
Jean Dionne ,  Bernard Hodgson - Vol. 40 Num. 3 (2020) | ||
À la mémoire de Claude Gaulin (1938-2020)                           | 35-37 | |
Trude Fosse ,  Tamsin Meaney - Vol. 40 Num. 3 (2020) | ||
Using problem posing to bring real-life into the mathematics classroom: can it be too real? ABSTRACT                 | 40-45 | |
- - Vol. 40 Num. 3 (2020) | ||
Index to Volume                           | 46-47 | |
- - Vol. 40 Num. 3 (2020) | ||
Contributors                           | 48 | |
- - Vol. 41 Num. 1 (2021) | ||
front cover                           | 0 | |
Kate C. O'Brien - Vol. 41 Num. 1 (2021) | ||
Fibre artists and outsider algorithms: rethinking ethnomathematics through contemporary craft ABSTRACT                 | 8-13 | |
Oyemolade Osibodu - Vol. 41 Num. 1 (2021) | ||
Necessitating teacher learning in teaching mathematics for social justice to counter anti-Black racism                           | 18-19 | |
Gemma Carotenuto ,  Maria Mellone ,  Marina Spadea - Vol. 41 Num. 1 (2021) | ||
Moving in early geometry education ABSTRACT                 | 30-36 | |
- - Vol. 41 Num. 1 (2021) | ||
From the archives                           | 45-46 | |
- - Vol. 41 Num. 1 (2021) | ||
Contributors                           | 56 | |
- - Vol. 41 Num. 2 (2021) | ||
front cover                           | 0 | |
Ulrika Ryan ,  Petra Svensson Källberg ,  Lisa Björklund Boistrup - Vol. 41 Num. 2 (2021) | ||
‘Language-as-resource’ in multilingual mathematics activities: an epistemological framework ABSTRACT                 | 8-13 | |
Dave Hewitt ,  David Pimm - Vol. 41 Num. 2 (2021) | ||
Images, fractions and their intricate links: true, false or somewhere in-between                           | 14-16 | |
Nadav Marco ,  Alik Palatnik ,  Baruch B. Schwarz - Vol. 41 Num. 2 (2021) | ||
Mind the gaps: gap-filling in proving activities ABSTRACT                 | 21-25 | |
Yvonne Lai ,  Erin E. Baldinger - Vol. 41 Num. 2 (2021) | ||
Authority relations and the tertiary-to-secondary (dis)continuity ABSTRACT                 | 26-31 | |
Giovannina Albano ,  Cristina Coppola ,  Umberto Dello Iacono - Vol. 41 Num. 2 (2021) | ||
What does ‘Inside Out’ mean in problem solving? ABSTRACT                 | 32-36 | |
Timo Tossavainen ,  Françoise Dubois - Vol. 41 Num. 2 (2021) | ||
A discussion with two five-year-old girls about similarities and dissimilarities in two paintings                           | 41-44 | |
- - Vol. 41 Num. 2 (2021) | ||
Contributors                           | 52 | |
- - Vol. 41 Num. 3 (2021) | ||
front cover                           | 0 | |
Evan Throop-Robinson - Vol. 41 Num. 3 (2021) | ||
Sets of, rows of, jumps of: verbing multiplication ABSTRACT                 | 2-8 | |
Paola Ramírez - Vol. 41 Num. 3 (2021) | ||
Observing how a student becomes coherently aware in mathematics ABSTRACT                 | 9-13 | |
Omid Khatin-Zadeh ,  Babak Yazdani-Fazlabadi - Vol. 41 Num. 3 (2021) | ||
The grounding of mathematical concepts through fictive motion, gesture and the motor system                           | 19-21 | |
Tim Rowland - Vol. 41 Num. 3 (2021) | ||
Mathematics teaching—joy in times of trouble? ABSTRACT                 | 25-29 | |
Roza Leikin ,  Regina Ovodenko - Vol. 41 Num. 3 (2021) | ||
Stepped tasks for complex problem solving: top-down-structured mathematical activity ABSTRACT                 | 30-35 | |
Gila Hanna ,  Xiaoheng Yan - Vol. 41 Num. 3 (2021) | ||
Opening a discussion on teaching proof with automated theorem provers ABSTRACT                 | 42-46 | |
Luis Felipe Prieto-Martínez - Vol. 41 Num. 3 (2021) | ||
Unsolved problems in plane geometry ABSTRACT                 | 53 | |
- - Vol. 41 Num. 3 (2021) | ||
Index to Volume 41                           | 54-55 | |
- - Vol. 41 Num. 3 (2021) | ||
Contributors                           | 56 | |
- - Vol. 42 Num. 1 (2022) | ||
front cover                           | 0 | |
Jérôme Proulx - Vol. 42 Num. 1 (2022) | ||
Conceptualiser le périmètre ABSTRACT                 | 2-8 | |
Luis Felipe Prieto-Martínez - Vol. 42 Num. 1 (2022) | ||
Moser's worm problem: an unsolved problem in plane geometry                           | 11 | |
- - Vol. 42 Num. 1 (2022) | ||
Contributors                           | 40 | |
- - Vol. 42 Num. 2 (2022) | ||
front cover                           | 0 | |
Olga Fellus ,  David E. Low ,  Lynette D. Guzmán ,  Alex Kasman ,  Ralph Mason - Vol. 42 Num. 2 (2022) | ||
Hidden figures, hidden messages: the construction of mathematical identities with children’s picturebooks ABSTRACT                 | 2-8 | |
İpek Saralar-Aras - Vol. 42 Num. 2 (2022) | ||
Decolonizing educational design for school mathematics ABSTRACT                 | 9-14 | |
Igor' Kontorovich - Vol. 42 Num. 2 (2022) | ||
On the intricacies of using the symbol plus-minus                           | 18-21 | |
David Guillemette ,  Adriano Demattè - Vol. 42 Num. 2 (2022) | ||
A discussion on Levinas’s ethics of otherness, originals from the history and teaching-learning mathematics ABSTRACT                 | 22-28 | |
Jessica Pierson Bishop ,  Christina Koehne ,  Michael D. Hicks - Vol. 42 Num. 2 (2022) | ||
By whose authority? Negotiating authority for modes of activity in mathematics classrooms ABSTRACT                 | 35-41 | |
Luis Felipe Prieto-Martínez - Vol. 42 Num. 2 (2022) | ||
Bellman’s lost in the forest problem: an unsolved problem in plane geometry                           | 50-51 | |
Gil Schwarts ,  Alf Coles ,  Abraham Arcavi - Vol. 42 Num. 2 (2022) | ||
Leading mathematics teacher discussions during professional development: challenges, opportunities, and discussion sense ABSTRACT                 | 53-59 | |
- - Vol. 42 Num. 2 (2022) | ||
Contributors                           | 60 | |
- - Vol. 42 Num. 3 (2022) | ||
front cover                           | 0 | |
Thorsten Scheiner ,  Marcia Pinto - Vol. 42 Num. 3 (2022) | ||
Sense-making in mathematics: an act of comprehension or creation? ABSTRACT                 | 16-20 | |
Colin Foster - Vol. 42 Num. 3 (2022) | ||
Using coherent representations of number in the school mathematics curriculum ABSTRACT                 | 21-27 | |
Nicholas Wasserman - Vol. 42 Num. 3 (2022) | ||
Re-exploring the intersection of mathematics and pedagogy ABSTRACT                 | 28-33 | |
Richard Kitchen - Vol. 42 Num. 3 (2022) | ||
Considering fishbone diagrams to develop a school-based research agenda                           | 43-46 | |
Luis Felipe Prieto-Martínez - Vol. 42 Num. 3 (2022) | ||
The moving sofa problem: an unsolved problem in plane geometry                           | 46-47 | |
Mourat Tchoshanov ,  Kevin Fierro ,  Gulshat Shakirova - Vol. 42 Num. 3 (2022) | ||
Articulating not knowing in mathematical reasoning ABSTRACT                 | 51-56 | |
- - Vol. 42 Num. 3 (2022) | ||
Index to Volume 42                           | 58-59 | |
- - Vol. 42 Num. 3 (2022) | ||
Contributors                           | 60 | |
Laurent Theis - Vol. 25 Num. 3 (2005) | ||
Learning the = sign: a significant cognitive obstacle (online only) ABSTRACT                 | 12 | |
- - Vol. 43 Num. 1 (2023) | ||
front cover                           | 0 | |
Peter Appelbaum - Vol. 43 Num. 1 (2023) | ||
Queer time/math time ABSTRACT                 | 2-8 | |
Osama Swidan ,  Annalisa Cusi ,  Ornella Robutti ,  Ferdinando Arzarello - Vol. 43 Num. 1 (2023) | ||
The Method of Varying Inquiry for stimulating learning ABSTRACT                 | 14-18 | |
Laura Tuohilampi ,  Juuso Henrik Nieminen ,  Kim Beswick - Vol. 43 Num. 1 (2023) | ||
From logical causations to likely connections ABSTRACT                 | 24-29 | |
- - Vol. 43 Num. 1 (2023) | ||
Contributors                           | 40 | |
- - Vol. 43 Num. 0 (2023) | ||
front cover                           | 0 | |
Sean Chorney - Vol. 43 Num. 0 (2023) | ||
Song about two good people: letters to David ABSTRACT                 | 3-8 | |
Beth Herbel-Eisenmann - Vol. 43 Num. 0 (2023) | ||
Who gets to speak mathematically? Exploring the politics of the mathematics register                           | 22-30 | |
Nathalie Sinclair - Vol. 43 Num. 0 (2023) | ||
Mathematics and the good, revis(it)ed ABSTRACT                 | 31-36 | |
Alf Coles - Vol. 43 Num. 0 (2023) | ||
Paradox in mathematics education: psycho-analysis, metonymy and precarious times ABSTRACT                 | 68-72 | |
David Pimm - Vol. 43 Num. 0 (2023) | ||
Post-editorial and post-retirement postscripts                           | 83-87 | |
- - Vol. 43 Num. 0 (2023) | ||
Contributors                           | 88 |
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