for the learning of mathematics

an international journal of mathematics education

Search Table of Contents

  for titles/abstracts that contain   of these words:
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)
 Communication: 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)
 Communication: 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)
 Communication: Research problems in mathematics education - I b

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

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

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

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

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

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

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

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

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

27-28
William M. Brookes - Vol. 4 Num. 3 (1984)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: Lost and found in ICME-10

24
Abraham Arcavi - Vol. 24 Num. 3 (2004)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: Subject-specific pedagogy: global and local aspects

20
Manuel Santos-Trigo - Vol. 26 Num. 1 (2006)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: Is all course-based mathematics special?

9
Viviane Durand-Guerrier - Vol. 28 Num. 3 (2008)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: The one and the many: transcripts and the art of interpretation

38-40
Beth Herbel-Eisenmann - Vol. 34 Num. 2 (2014)
 Communication: 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)
 Communication: Praxis in mathematics teacher education: introduction to a series of short communications

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

41-42
Päivi Portaankorva-Koivisto - Vol. 35 Num. 1 (2015)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: Reflections on the FLM pre-conference

15-19
Jean-François Maheux - Vol. 37 Num. 1 (2017)
 Communication: 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)
 Communication: A three-tier teaching model for teaching mathematics in context
ABSTRACT
14-15
Vince Geiger ,  Claire Margolinas ,  Rudolf Sträßer - Vol. 37 Num. 2 (2017)
 Communication: 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)
 Communication: Order of operations: on conventions, mnemonics and knowledge-in-use

19-21
Linda Marie 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)
 Communication: 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)
 Communication: 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
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)
 Communication: The construction of regular polygons between geometry and algebra: a didactic-historical example

23-24
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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: 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)
 Communication: Considering fishbone diagrams to develop a school-based research agenda

43-46
Luis Felipe Prieto-Martínez - Vol. 42 Num. 3 (2022)
 Communication: 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
Jérôme Proulx - Vol. 43 Num. 0 (2023)
 Making mathematics talk: toward a research programme on school mathematics
ABSTRACT
9-15
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
- - Vol. 43 Num. 2 (2023)
 front cover

0
Richard Barwell - Vol. 43 Num. 2 (2023)
 Wolf diminished: mathematics, education and biodiversity
ABSTRACT
2-7
Kathleen Nolan ,  Lisa Lunney Borden - Vol. 43 Num. 2 (2023)
 It’s all a matter of perspective
ABSTRACT
8-14
- - Vol. 43 Num. 2 (2023)
 Contributors

52
- - Vol. 43 Num. 3 (2023)
 front cover

0
Yusuke Uegatani ,  Hiroki Otani - Vol. 43 Num. 3 (2023)
 An inferentialist view of notions and concepts
ABSTRACT
2-6
Farzad Radmehr - Vol. 43 Num. 3 (2023)
 Communication: Problem-posing tasks and the inclusion principle

24-26
Bettina Dahl ,  Hans Hüttel ,  Jakob Gulddahl Rasmussen ,  Morten Grud Rasmussen - Vol. 43 Num. 3 (2023)
 Contextualisation in university level problem-based learning
ABSTRACT
27-31
Chiara Andrà ,  Igor' Kontorovich ,  Domenico Brunetto - Vol. 43 Num. 3 (2023)
 Two technology-enthusiastic teachers and two very different lessons
ABSTRACT
32-37
- - Vol. 43 Num. 3 (2023)
 Volume Index

38-39
- - Vol. 43 Num. 3 (2023)
 Contributors

40