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| | front cover
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Chiara Andrà ,
Annette Rouleau ,
Peter Liljedahl ,
Pietro di Martino |
| | An affective lens for tensions emerging from teacher professional development
ABSTRACT
| 2 |
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Stacy Brown |
| | Leveraging the perceptual ambiguity of proof scripts to witness students’ identities
ABSTRACT
| 7 |
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Hamsa Venkat ,
Mike Askew ,
Anne Watson ,
John Mason |
| | Architecture of mathematical structure
ABSTRACT
| 13 |
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Paul Christian Dawkins |
| | Students’ pronominal sense of reference in mathematics
ABSTRACT
| 18 |
|
Christopher C. Tisdell |
| | Communication: Schoenfeld’s problem-solving models viewed through the lens of exemplification
| 24 |
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Osnat Fellus ,
Florence Glanfield |
| | Communication: What makes a mathematician?
| 26 |
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David Pimm |
| | Communication: Points of contact, points of intersection: recalling David Henderson
| 28 |
|
Rob Ely |
| | Communication: The torpedo’s shock
| 30 |
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Asuman Oktaç ,
Maria Trigueros ,
Avenilde Romo Vázquez |
| | APOS Theory: connecting research and teaching
ABSTRACT
| 33 |
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Juan D. Godino ,
Carmen Batanero ,
Vicenç Font |
| | The Onto-semiotic Approach: implications for the prescriptive character of didactics
ABSTRACT
| 38 |
|
Susan Staats ,
Lori Ann Laster |
| | About time
ABSTRACT
| 44 |
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| | Contributor affiliations and contact information
| 48 |
