| 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 RÉSUMÉ | 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 RÉSUMÉ | 4-9 | |
| Daniel Clark Orey , Milton Rosa - Vol. 27 Num. 1 (2007) | ||
| Cultural assertions and challenges towards pedagogical action of an Ethnomathematics program RÉSUMÉ | 10-16 | |
| Gustavo Barallobres - Vol. 27 Num. 1 (2007) | ||
| Introduction à l'algèbre par la généralisation : problèmes didactiques soulevés RÉSUMÉ | 39-44 | |
| Monica Johansson - Vol. 27 Num. 1 (2007) | ||
| Mathematical meaning making and textbook task RÉSUMÉ | 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 RÉSUMÉ | 11-16 | |
| Jérôme Proulx , David Pimm - Vol. 28 Num. 2 (2008) | ||
| Algebraic formulas, geometric awareness and Cavalieri's principle RÉSUMÉ | 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) RÉSUMÉ | 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 RÉSUMÉ | 2-7 | |
| Amy Noelle Parks - Vol. 29 Num. 1 (2009) | ||
| Doomsday Device: Rethinking the Deployment of the 'Achievement Gap' in Equity Arguments RÉSUMÉ | 14-19 | |
| Marie Therese Farrugia - Vol. 29 Num. 1 (2009) | ||
| Registers for mathematics classrooms in Malta: considering the options RÉSUMÉ | 20-25 | |
| Anderson Norton - Vol. 29 Num. 2 (2009) | ||
| Re-solving the learning paradox: epistemological and ontological questions for radical constructivism RÉSUMÉ | 2-7 | |
| Tony Wing - Vol. 29 Num. 2 (2009) | ||
| The post-Piagetian child: Early mathematical developments and a role for structured materials RÉSUMÉ | 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 RÉSUMÉ | 14-22 | |
| John Mason , Anne Watson - Vol. 29 Num. 2 (2009) | ||
| The Menousa RÉSUMÉ | 32-37 | |
| Peter Appelbaum - Vol. 29 Num. 2 (2009) | ||
| Taking Action - mathematics curricular organization for effective teaching and learning RÉSUMÉ | 38-43 | |
| Tim Burgess - Vol. 29 Num. 3 (2009) | ||
| Statistical knowledge for teaching: Exploring it in the classroom RÉSUMÉ | 18-21 | |
| Brent Davis , Moshe Renert - Vol. 29 Num. 3 (2009) | ||
| Mathematics-for-teaching as shared dynamic participation RÉSUMÉ | 37-43 | |
| Craig Pournara - Vol. 29 Num. 3 (2009) | ||
| Spreadsheets as a transparent resource for learning the mathematics of annuities RÉSUMÉ | 49-52 | |
| Erik Tillema - Vol. 30 Num. 1 (2010) | ||
| Functions of symbolizing activity: a discussion RÉSUMÉ | 1-8 | |
| Jan Zwicky - Vol. 30 Num. 1 (2010) | ||
| Mathematical analogy and metaphorical insight RÉSUMÉ | 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 RÉSUMÉ | 15-19 | |
| Stephen J. Hegedus , Luis Moreno-Armella - Vol. 30 Num. 1 (2010) | ||
| Accommodating the instrumental genesis framework within dynamic technology environments RÉSUMÉ | 26-31 | |
| Keith Weber - Vol. 30 Num. 1 (2010) | ||
| Proofs that develop insight RÉSUMÉ | 32-37 | |
| Margaret Rathouz - Vol. 30 Num. 1 (2010) | ||
| Ambiguity in units and the referents: two cases in rational number operations RÉSUMÉ | 44-52 | |
| Wolff-Michael Roth - Vol. 30 Num. 2 (2010) | ||
| Incarnation: radicalizing embodiment of mathematics RÉSUMÉ | 8-17 | |
| Konstantinos Tatsis , Rijkje Dekker - Vol. 30 Num. 2 (2010) | ||
| Combining approaches for the analysis of collaborative mathematics learning RÉSUMÉ | 18-21 | |
| Kai-Lin Yang - Vol. 30 Num. 2 (2010) | ||
| Communication: The potential of statement-posing tasks RÉSUMÉ | 22-23 | |
| Sudan Hansraj - Vol. 30 Num. 2 (2010) | ||
| Calculus free optimisation RÉSUMÉ | 26-31 | |
| Miquel Albertí Palmer - Vol. 30 Num. 2 (2010) | ||
| Situated mathematical research: the interaction of academic and non-academic practice RÉSUMÉ | 32-39 | |
| Aishikin Adam , Willy Alangui , Bill Barton - Vol. 30 Num. 3 (2010) | ||
| Bright lights and questions: using mutual interrogation RÉSUMÉ | 10-16 | |
| Marcy B. Wood - Vol. 30 Num. 3 (2010) | ||
| Not understanding Andy: a metaphorical analysis of students’ resistance to learning RÉSUMÉ | 17-22 | |
| Willy Mwakapenda - Vol. 30 Num. 3 (2010) | ||
| Communication: Dinner with “maTHEMATICs”: in honOUR of DemYstifyING mathematics RÉSUMÉ | 25-28 | |
| Melissa Rodd - Vol. 30 Num. 3 (2010) | ||
| Geometrical visualisation – epistemic and emotional RÉSUMÉ | 29-35 | |
| Denis Tanguay , Denise Grenier - Vol. 30 Num. 3 (2010) | ||
| Experimentation and proof in a solid geometry teaching situation RÉSUMÉ | 36-42 | |
| Christian Bokhove , Paul Drijvers - Vol. 30 Num. 3 (2010) | ||
| Symbol sense behavior in digital activities RÉSUMÉ | 43-49 | |
| David Tall - Vol. 31 Num. 1 (2011) | ||
| Crystalline concepts in long-term mathematical invention and discovery RÉSUMÉ | 3-8 | |
| Daniel Chazan , Patricio Herbst - Vol. 31 Num. 1 (2011) | ||
| Challenges of particularity and generality in depicting and discussing teaching RÉSUMÉ | 9-13 | |
| Susan Gerofsky - Vol. 31 Num. 1 (2011) | ||
| Ancestral genres of mathematical graphs RÉSUMÉ | 14-19 | |
| Duncan Samson , Marc Schäfer - Vol. 31 Num. 1 (2011) | ||
| Enactivism, figural apprehension and knowledge objectification: an exploration of figural pattern generalisation RÉSUMÉ | 37-43 | |
| Rina Zazkis , Ami Mamolo - Vol. 31 Num. 2 (2011) | ||
| Reconceptualizing knowledge at the mathematical horizon RÉSUMÉ | 8-13 | |
| Robert Ward-Penny , Sue Johnston-Wilder - Vol. 31 Num. 2 (2011) | ||
| Exit interviews: undergraduates who leave mathematics behind RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 8-13 | |
| Jean-François Maheux , Wolff-Michael Roth - Vol. 31 Num. 3 (2011) | ||
| Relationality and mathematical knowing RÉSUMÉ | 36-41 | |
| Boris Koichu - Vol. 32 Num. 1 (2012) | ||
| Enhancing an intellectual need for defining and proving: a case of impossible objects RÉSUMÉ | 2-7 | |
| Tim Rowland - Vol. 32 Num. 1 (2012) | ||
| Contrasting knowledge for elementary and secondary mathematics teaching RÉSUMÉ | 16-21 | |
| Mary Beisiegel , Elaine Simmt - Vol. 32 Num. 1 (2012) | ||
| Formation of mathematics graduate students' mathematician-as-teacher identity RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 35-41 | |
| Jérôme Proulx , Jean-François Maheux - Vol. 32 Num. 2 (2012) | ||
| Épistémologie et didactique des mathématiques : questions anciennes, nouvelles questions RÉSUMÉ | 42-47 | |
| Chrystalla Papademetri-Kachrimani - Vol. 32 Num. 3 (2012) | ||
| Revisiting van Hiele RÉSUMÉ | 2-7 | |
| Wolff-Michael Roth - Vol. 32 Num. 3 (2012) | ||
| Mathematical learning, the unseen and the unforseen RÉSUMÉ | 15-21 | |
| Amir Asghari - Vol. 32 Num. 3 (2012) | ||
| Specularity in algebra RÉSUMÉ | 34-38 | |
| Paul Christian Dawkins - Vol. 32 Num. 3 (2012) | ||
| Extensions of the semantic/syntactic reasoning framework RÉSUMÉ | 39-45 | |
| Maria G. Bartolini Bussi , Francesca Martignone - Vol. 33 Num. 1 (2013) | ||
| Cultural issues in the communication of research on mathematics education RÉSUMÉ | 2-8 | |
| Jill Neumayer-Depiper - Vol. 33 Num. 1 (2013) | ||
| Teacher identity work in mathematics teacher education RÉSUMÉ | 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 RÉSUMÉ | 21-26 | |
| Kai-Lin Yang - Vol. 33 Num. 1 (2013) | ||
| A framework for analysing textbooks based on the notion of abstraction RÉSUMÉ | 33-39 | |
| Courtney Nagle - Vol. 33 Num. 2 (2013) | ||
| Transitioning from introductory calculus to formal limit conceptions RÉSUMÉ | 2-10 | |
| Christine Larson , Michelle Zandieh - Vol. 33 Num. 2 (2013) | ||
| Three interpretations of the matrix equation Ax=b RÉSUMÉ | 11-17 | |
| Chiara Andrà - Vol. 33 Num. 2 (2013) | ||
| How do students understand mathematical lectures? Note-taking as retelling of the teacher's story RÉSUMÉ | 18-23 | |
| Hamsa Venkat - Vol. 33 Num. 2 (2013) | ||
| Using temporal range to theorize early number teaching in South Africa RÉSUMÉ | 31-36 | |
| Tony Brown , Elaine Hodson , Kim Smith - Vol. 33 Num. 2 (2013) | ||
| TIMSS mathematics has changed real mathematics forever RÉSUMÉ | 38-43 | |
| Alexandre Pais - Vol. 33 Num. 3 (2013) | ||
| Ethnomathematics and the limits of culture RÉSUMÉ | 2-6 | |
| Farhaana Nyamekye - Vol. 33 Num. 3 (2013) | ||
| Separate schooling for Black adolescent mathematics learners RÉSUMÉ | 7-13 | |
| Uri Leron , Orit Zaslavsky - Vol. 33 Num. 3 (2013) | ||
| Generic proving: reflections on scope and method RÉSUMÉ | 24-30 | |
| Carlos Castillo-Garsow - Vol. 33 Num. 3 (2013) | ||
| Chunky and smooth images of change RÉSUMÉ | 31-37 | |
| Brent Davis - Vol. 34 Num. 1 (2014) | ||
| Toward a more power-full school mathematics RÉSUMÉ | 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 RÉSUMÉ | 43-49 | |
| Margaret Walshaw - Vol. 34 Num. 2 (2014) | ||
| Who can know mathematics? RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 8-13 | |
| Jenni Ingram - Vol. 34 Num. 3 (2014) | ||
| Shifting attention RÉSUMÉ | 19-24 | |
| Wolff-Michael Roth - Vol. 35 Num. 1 (2015) | ||
| Excess of graphical thinking: movement, mathematics and flow RÉSUMÉ | 2-7 | |
| Uffe Thomas Jankvist , Morten Misfeldt - Vol. 35 Num. 1 (2015) | ||
| CAS-induced difficulties in learning mathematics? RÉSUMÉ | 15-20 | |
| Dov Zazkis - Vol. 35 Num. 1 (2015) | ||
| Monsters, lovers and former friends: exploring relationships with mathematics via personification RÉSUMÉ | 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 RÉSUMÉ | 2-7 | |
| Orly Buchbinder , Daniel Chazan , Elizabeth Fleming - Vol. 35 Num. 2 (2015) | ||
| Insights into the school mathematics tradition from solving linear equations RÉSUMÉ | 2-8 | |
| Alik Palatnik , Boris Koichu - Vol. 35 Num. 2 (2015) | ||
| Exploring insight: focus on shifts of attention RÉSUMÉ | 9-14 | |
| Juan Pablo Mejia-Ramos - Vol. 35 Num. 2 (2015) | ||
| On relative and absolute conviction in mathematics RÉSUMÉ | 15-21 | |
| Houman Harouni - Vol. 35 Num. 2 (2015) | ||
| Reframing the discussion on word problems: a political economy RÉSUMÉ | 28-33 | |
| Paola Valero , Gelsa Knijnik - Vol. 35 Num. 2 (2015) | ||
| Governing the modern, neoliberal child through ICT research in mathematics education RÉSUMÉ | 34-39 | |
| Catherine (Katy) Ulrich - Vol. 35 Num. 3 (2015) | ||
| Stages in constructing and coordinating units additively and multiplicatively (Part 1) RÉSUMÉ | 2-7 | |
| Jennifer Johnson-Leung - Vol. 35 Num. 3 (2015) | ||
| Generic example proving criteria for all RÉSUMÉ | 8-13 | |
| Sandy Dawson - Vol. 35 Num. 3 (2015) | ||
| Learning mathematics does not (necessarily) mean constructing the right knowledge RÉSUMÉ | 17-22 | |
| Vince Geiger , Rudolf Straesser - Vol. 35 Num. 3 (2015) | ||
| The challenge of publication for English non-dominant-language authors in mathematics education RÉSUMÉ PLUS D'INFORMATION | 35-41 | |
| Mellony Graven - Vol. 36 Num. 1 (2016) | ||
| When systemic interventions get in the way of localized mathematics reform RÉSUMÉ | 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 RÉSUMÉ | 29-33 | |
| Catherine (Katy) Ulrich - Vol. 36 Num. 1 (2016) | ||
| Stages in constructing and coordinating units additively and multiplicatively (part 2) RÉSUMÉ | 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? RÉSUMÉ | 2-7 | |
| Miguel Ribeiro , Maria Mellone , Arne Jakobsen - Vol. 36 Num. 2 (2016) | ||
| Interpreting students' non-standard reasoning: insights for mathematics teacher education RÉSUMÉ | 8-13 | |
| Jane McChesney , Susanna Wilson - Vol. 36 Num. 2 (2016) | ||
| Mathematics education in a time of earthquakes: holding on and letting go RÉSUMÉ | 14-18 | |
| Erik Tillema , Andrew Gatza - Vol. 36 Num. 2 (2016) | ||
| A quantitative and combinatorial approach to non-linear meanings of multiplication RÉSUMÉ | 26-33 | |
| Wolff-Michael Roth - Vol. 36 Num. 2 (2016) | ||
| On the social nature of mathematical reasoning RÉSUMÉ | 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 RÉSUMÉ | 25-30 | |
| Patricia Morgan , Dor Abrahamson - Vol. 36 Num. 3 (2016) | ||
| Cultivating the ineffable: the role of contemplative practice in enactivist learning RÉSUMÉ | 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 RÉSUMÉ | 46-49 | |
| Alf Coles , Nathalie Sinclair - Vol. 37 Num. 1 (2017) | ||
| Re-thinking place value: from metaphor to metonym RÉSUMÉ | 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 RÉSUMÉ | 29-34 | |
| Yasmine Abtahi - Vol. 37 Num. 1 (2017) | ||
| The 'more knowledgeable other': a necessity in the zone of proximal development? RÉSUMÉ | 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 RÉSUMÉ | 2-7 | |
| Jason Cooper , Alon Pinto - Vol. 37 Num. 2 (2017) | ||
| Mathematical and pedagogical perspectives on warranting: approximating the root of 18 RÉSUMÉ PLUS D'INFORMATION | 8-13 | |
| Ernest Kofi Davis - Vol. 37 Num. 2 (2017) | ||
| Communication: A three-tier teaching model for teaching mathematics in context RÉSUMÉ | 14-15 | |
| Vince Geiger , Claire Margolinas , Rudolf Sträßer - Vol. 37 Num. 2 (2017) | ||
| Communication: On the challenges of multi-linguisme in mathematics education research RÉSUMÉ | 16-18 | |
| Alayne Armstrong - Vol. 37 Num. 2 (2017) | ||
| Bricolage in middle years school mathematics RÉSUMÉ | 19-24 | |
| Caroline Yoon - Vol. 37 Num. 2 (2017) | ||
| The writing mathematician RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 27-32 | |
| Einat Heyd-Metzuyanim - Vol. 37 Num. 3 (2017) | ||
| Identity as a nexus of affect and discourse in mathematical learning RÉSUMÉ | 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 RÉSUMÉ | 39-44 | |
| Sean Chorney - Vol. 37 Num. 3 (2017) | ||
| Circles, materiality and movement RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 26-30 | |
| Ole Skovsmose - Vol. 38 Num. 1 (2018) | ||
| Critical constructivism: interpreting mathematics education for social justice RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 2-7 | |
| Alik Palatnik , Boris Koichu - Vol. 39 Num. 2 (2019) | ||
| Flashes of creativity RÉSUMÉ | 8-12 | |
| Helen Thouless , Sue Gifford - Vol. 39 Num. 2 (2019) | ||
| Dotty triangles RÉSUMÉ | 13-18 | |
| Ulrika Ryan - Vol. 39 Num. 2 (2019) | ||
| Mathematical preciseness and epistemological sanctions RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 16-21 | |
| Justin Dimmel , Amanda Milewski - Vol. 39 Num. 3 (2019) | ||
| Scale, perspective and natural mathematical questions RÉSUMÉ | 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 RÉSUMÉ | 2-8 | |
| Ana Carolina Faustino , Ole Skovsmose - Vol. 40 Num. 1 (2020) | ||
| Dialogic and non-dialogic acts in learning mathematics RÉSUMÉ | 9-14 | |
| Alon Pinto , Ronnie Karsenty - Vol. 40 Num. 1 (2020) | ||
| Norms of proof in different pedagogical contexts RÉSUMÉ | 22-27 | |
| Megan Staples , Kristin Lesseig - Vol. 40 Num. 1 (2020) | ||
| Advancing a teacher-centered perspective on support-for-claims terminology RÉSUMÉ | 28-35 | |
| Ole Skovsmose - Vol. 40 Num. 1 (2020) | ||
| Three narratives about mathematics education RÉSUMÉ | 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 RÉSUMÉ | 3-8 | |
| Tracy Helliwell , Julian Brown - Vol. 40 Num. 0 (2020) | ||
| Seeing more, seeing differently as mathematics teacher educator researchers RÉSUMÉ | 9-14 | |
| Olive Chapman - Vol. 40 Num. 0 (2020) | ||
| Mathematics teacher educators’ use of narrative in research, learning and teaching RÉSUMÉ | 21-27 | |
| David Reid - Vol. 40 Num. 0 (2020) | ||
| Learning to teach a mathematical emotional orientation RÉSUMÉ | 44-48 | |
| Brent Davis - Vol. 40 Num. 0 (2020) | ||
| Number work: teachers as experts who can think like novices RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 27-31 | |
| Hwa Young Lee , Hamilton L. Hardison , Teo Paoletti - Vol. 40 Num. 2 (2020) | ||
| Foregrounding the background: two uses of coordinate systems RÉSUMÉ | 32-37 | |
| Kathleen Melhuish , Jennifer A. Czocher - Vol. 40 Num. 2 (2020) | ||
| Division is pretty much just multiplication RÉSUMÉ | 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 RÉSUMÉ | 3-8 | |
| Nicole Panorkou - Vol. 40 Num. 3 (2020) | ||
| Dynamic measurement reasoning for area and volume RÉSUMÉ | 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 RÉSUMÉ | 25-30 | |
| Moritz L. Sümmermann , Benjamin Rott - Vol. 40 Num. 3 (2020) | ||
| On the future of design in mathematics education research RÉSUMÉ | 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? RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 21-25 | |
| Yvonne Lai , Erin E. Baldinger - Vol. 41 Num. 2 (2021) | ||
| Authority relations and the tertiary-to-secondary (dis)continuity RÉSUMÉ | 26-31 | |
| Giovannina Albano , Cristina Coppola , Umberto Dello Iacono - Vol. 41 Num. 2 (2021) | ||
| What does ‘Inside Out’ mean in problem solving? RÉSUMÉ | 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 RÉSUMÉ | 2-8 | |
| Paola Ramírez - Vol. 41 Num. 3 (2021) | ||
| Observing how a student becomes coherently aware in mathematics RÉSUMÉ | 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? RÉSUMÉ | 25-29 | |
| Roza Leikin , Regina Ovodenko - Vol. 41 Num. 3 (2021) | ||
| Stepped tasks for complex problem solving: top-down-structured mathematical activity RÉSUMÉ | 30-35 | |
| Gila Hanna , Xiaoheng Yan - Vol. 41 Num. 3 (2021) | ||
| Opening a discussion on teaching proof with automated theorem provers RÉSUMÉ | 42-46 | |
| Luis Felipe Prieto-Martínez - Vol. 41 Num. 3 (2021) | ||
| Unsolved problems in plane geometry RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 2-8 | |
| İpek Saralar-Aras - Vol. 42 Num. 2 (2022) | ||
| Decolonizing educational design for school mathematics RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 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? RÉSUMÉ | 16-20 | |
| Colin Foster - Vol. 42 Num. 3 (2022) | ||
| Using coherent representations of number in the school mathematics curriculum RÉSUMÉ | 21-27 | |
| Nicholas Wasserman - Vol. 42 Num. 3 (2022) | ||
| Re-exploring the intersection of mathematics and pedagogy RÉSUMÉ | 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 RÉSUMÉ | 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) RÉSUMÉ | 12 | |
| - - Vol. 43 Num. 1 (2023) | ||
| front cover | 0 | |
| Peter Appelbaum - Vol. 43 Num. 1 (2023) | ||
| Queer time/math time RÉSUMÉ | 2-8 | |
| Osama Swidan , Annalisa Cusi , Ornella Robutti , Ferdinando Arzarello - Vol. 43 Num. 1 (2023) | ||
| The Method of Varying Inquiry for stimulating learning RÉSUMÉ | 14-18 | |
| Laura Tuohilampi , Juuso Henrik Nieminen , Kim Beswick - Vol. 43 Num. 1 (2023) | ||
| From logical causations to likely connections RÉSUMÉ | 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 RÉSUMÉ | 3-8 | |
| Jérôme Proulx - Vol. 43 Num. 0 (2023) | ||
| Making mathematics talk: toward a research programme on school mathematics RÉSUMÉ | 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 RÉSUMÉ | 31-36 | |
| Alf Coles - Vol. 43 Num. 0 (2023) | ||
| Paradox in mathematics education: psycho-analysis, metonymy and precarious times RÉSUMÉ | 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 RÉSUMÉ | 2-7 | |
| Kathleen Nolan , Lisa Lunney Borden - Vol. 43 Num. 2 (2023) | ||
| It’s all a matter of perspective RÉSUMÉ | 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 RÉSUMÉ | 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 RÉSUMÉ | 27-31 | |
| Chiara Andrà , Igor' Kontorovich , Domenico Brunetto - Vol. 43 Num. 3 (2023) | ||
| Two technology-enthusiastic teachers and two very different lessons RÉSUMÉ | 32-37 | |
| - - Vol. 43 Num. 3 (2023) | ||
| Volume Index | 38-39 | |
| - - Vol. 43 Num. 3 (2023) | ||
| Contributors | 40 | |
| - - Vol. 44 Num. 1 (2024) | ||
| front cover | 0 | |
| James Drimalla , Brady A. Tyburski , Aida Alibek - Vol. 44 Num. 1 (2024) | ||
| Theorizing in mathematics education: a loving critique and conversation-starter RÉSUMÉ | 17-22 | |
| Jérôme Proulx , Charlotte Mégrourèche , Charline Novak - Vol. 44 Num. 1 (2024) | ||
| Au-delà des proportions : conceptualiser le raisonnement proportionnel RÉSUMÉ | 28-34 | |
| Evan Throop-Robinson - Vol. 44 Num. 1 (2024) | ||
| Communication: Transitioning students toward the number line: what representations do they know? | 35-36 | |
| Eva Elise Tvedt , Tamsin Meaney , Toril Eskeland Rangnes , Troels Lange - Vol. 44 Num. 1 (2024) | ||
| "Shall we bullshit people?" Truth, lies and bullshit in argumentation that uses mathematics RÉSUMÉ | 42-47 | |
| - - Vol. 44 Num. 1 (2024) | ||
| Contributors | 48 | |
| - - Vol. 44 Num. 2 (2024) | ||
| front cover | 0 | |
| Joseph Antonides , Anderson Norton , Rachel Arnold - Vol. 44 Num. 2 (2024) | ||
| Linking structures across logic and space: the role of Euler diagrams RÉSUMÉ | 2-8 | |
| Gaya Jayakody , Shelton Perera - Vol. 44 Num. 2 (2024) | ||
| Materializing the use of AMK in teaching: generating counterexamples RÉSUMÉ | 9-14 | |
| Evan Throop-Robinson - Vol. 44 Num. 2 (2024) | ||
| Communication: Disrupting teachers’ mathematics intuition | 30-32 | |
| Ana Patricia García-Amado , Maythe García-Rivero , José Luis Cruz-Canales - Vol. 44 Num. 2 (2024) | ||
| Beyond building blocks: a reorganization of mathematical content RÉSUMÉ | 33-42 | |
| - - Vol. 44 Num. 2 (2024) | ||
| Contributors | 48 | |
for the learning of mathematics
Recherche dans les tables des matières