| John Mason - Vol. 1 Num. 2 (1981) | ||
| When is a symbol symbolic? | 8-12 | |
| John Mason - Vol. 2 Num. 3 (1982) | ||
| Attention | 21-23 | |
| John Mason - Vol. 4 Num. 3 (1984) | ||
| Communication: Research problems in mathematics education - III b | 23-25 | |
| John Mason - Vol. 6 Num. 2 (1986) | ||
| Probes and fragments | 42-46 | |
| John Mason - Vol. 9 Num. 2 (1989) | ||
| Mathematical abstraction as the result of a delicate shift of attention | 2-8 | |
| John Mason - Vol. 18 Num. 1 (1998) | ||
| Learning mathematics through conversation: is it as good as they say? | 41-51 | |
| John Mason - Vol. 29 Num. 2 (2009) | ||
| The Menousa ABSTRACT | 32-37 | |
| John Mason - Vol. 30 Num. 3 (2010) | ||
| Mathematics education: theory, practice & memories over 50 years ABSTRACT | 3-9 | |
| John Mason - Vol. 34 Num. 2 (2014) | ||
| Key ideas and memorability in proof ABSTRACT | 12-16 | |
| John Mason - Vol. 39 Num. 1 (2019) | ||
| Architecture of mathematical structure ABSTRACT | 13-17 | |
| John Mason - Vol. 41 Num. 1 (2021) | ||
| From one kind of numbers to another: the metaphors of expansion and transition ABSTRACT | 47-49 | |
for the learning of mathematics
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