Vol. 28 Num. 3 (2008) Brent Davis Are we (or should we be) on the same page?2 Anne Watson School mathematics as a special kind of mathematics3 Rina Zazkis Communication: Looking for a possible intersection8 David Henderson Communication: Is all course-based mathematics special?9 Guershon Harel Communication: Maintaining the mathematical integrity of school curricula: a challenge10 Alf Coles , Nick Peatfield Communication: School and academic mathematics11 Vicky Zack Communication: There can be, should be, and sometimes is, a connection12 Hilary Povey Communication: Teacher as a model learner13 Viviane Durand-Guerrier Communication: Mathématiques scolaires et Mathématiques14 Romulo Lins Communication: The purpose of having mathematics in schools tells what school mathematics should be15 Heather Mendick Communication: What's so great about doing mathematics like a mathematician?15 Ubiratan D'Ambrosio Communication: Reflections on mathematics as practiced in schools and in academia16 William Higginson Communication: Just yoking? On the confunction of 'school' and 'mathematics'17 Anne Watson Afterword19 Elizabeth Mowat Making connections: mathematical understanding and network theory20 Irit Peled , Orit Zaslavsky Beyond local conceptual connections: meta-knowledge about procedure28 Anne Roy Philosopher en mathématiques avec des futurs enseignantes et enseignants au primaire36 Paul Ernest Towards a semiotics of mathematical text (part 3)42