for the learning of mathematics |
Alf Coles - Vol. 24 Num. 3 (2004) | ||
Bateson stories: reflections from a classroom                           | 21-22 | |
Alf Coles - Vol. 25 Num. 3 (2005) | ||
Talking about subject-specific pedagogy                           | 32-36 | |
Alf Coles - Vol. 26 Num. 3 (2006) | ||
In search of practical wisdom                           | 22-23 | |
Alf Coles - Vol. 27 Num. 3 (2007) | ||
Mathematics teaching and the research process: An ethical conversation                           | 38-41 | |
Alf Coles - Vol. 28 Num. 3 (2008) | ||
School and academic mathematics                           | 11 | |
Alf Coles - Vol. 33 Num. 1 (2013) | ||
On metacognition ABSTRACT                 | 21-26 | |
Alf Coles - Vol. 34 Num. 2 (2014) | ||
Transitional devices ABSTRACT                 | 24-30 | |
Alf Coles - Vol. 35 Num. 1 (2015) | ||
Praxis in mathematics teacher education: introduction to a series of short communications                           | 39 | |
Alf Coles - Vol. 35 Num. 1 (2015) | ||
Being mathematics teacher educators in the praxis of living                           | 45-47 | |
Alf Coles - Vol. 37 Num. 1 (2017) | ||
Re-thinking place value: from metaphor to metonym ABSTRACT                 | 3-8 | |
Alf Coles - Vol. 38 Num. 3 (2018) | ||
On observing mathematics teacher learning ABSTRACT                 | 19-24 | |
Alf Coles - Vol. 40 Num. 0 (2020) | ||
Editorial                           | 2 | |
Alf Coles - Vol. 40 Num. 0 (2020) | ||
Communicating ‘nots’: a journey in mathematics education ABSTRACT                 | 15-20 | |
Alf Coles - Vol. 42 Num. 2 (2022) | ||
Leading mathematics teacher discussions during professional development: challenges, opportunities, and discussion sense ABSTRACT                 | 53-59 | |
Alf Coles - Vol. 43 Num. 0 (2023) | ||
Paradox in mathematics education: psycho-analysis, metonymy and precarious times ABSTRACT                 | 68-72 |
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