David Wheeler |

| *Editorial*
| 2 |

David Fielker |

| *Communicating mathematics is also a human activity*
| 3 |

Jere Confrey |

| *Concepts, processes and mathematics instruction*
| 8 |

Leslie Steffe ,
Donald Firth ,
Paul Cobb |

| *On the nature of counting activity: perceptual unit items*
| 13 |

Paul Wolfson |

| *Philosophy enters the mathematics classroom*
| 22 |

David Wheeler |

| *A research programme for mathematics education (I)*
| 27 |

Pearla Nesher |

| *A research programme for mathematics education (I)a*
| 27 |

Alan Bell |

| *A research programme for mathematics education (I)b*
| 28 |

Caleb Gattegno |

| *A research programme for mathematics education (I)c*
| 29 |

Hans Freudenthal |

| *Should a mathematics teacher know something about the history of mathematics?*
| 30 |

Alan Bell ,
Claude Janvier |

| *The interpretation of graphs representing situations*
| 34 |

Caleb Gattegno ,
Arthur Powell ,
Steve Shuller ,
Dick Tahta |

| **Communication:** A seminar on problem solving
| 42 |

Stephen Brown |

| **Communication:** Reflections on a letter of acceptance: an effort at communication
| 46 |

Sandy Dawson |

| **Communication:** Imagination, among other things
| 50 |

John Trivett |

| **Communication:** The clinical interview: a comment
| 51 |