for the learning of mathematics |
| Paul Christian Dawkins - Vol. 32 Num. 3 (2012) | ||
| Extensions of the semantic/syntactic reasoning framework ABSTRACT | 39-45 | |
| Paul Christian Dawkins - Vol. 34 Num. 2 (2014) | ||
| When proofs reflect more on assumptions than conclusions ABSTRACT | 17-23 | |
| Paul Christian Dawkins - Vol. 38 Num. 2 (2018) | ||
| Alternative perspectives on cultural dimensions of proof in the mathematical curriculum: a reply to Shinno et al. | 23-25 | |
| Paul Christian Dawkins - Vol. 39 Num. 1 (2019) | ||
| Students’ pronominal sense of reference in mathematics ABSTRACT | 18-23 | |
| Paul Christian Dawkins - Vol. 41 Num. 3 (2021) | ||
| Explicating interpretations of equivalence in measurement contexts ABSTRACT | 36-41 | |
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