Vol. 33 Num. 2 (2013) Courtney Nagle Transitioning from introductory calculus to formal limit conceptions ABSTRACT 2 Christine Larson , Michelle Zandieh Three interpretations of the matrix equation Ax=b ABSTRACT 11 Chiara Andrà How do students understand mathematical lectures? Note-taking as retelling of the teacher's story ABSTRACT 18 Claudia Corriveau , Nadine Bednarz Manières de faire des mathématiques comme enseignants : une perspective ethnométhodologique ABSTRACT 24 Hamsa Venkat Using temporal range to theorize early number teaching in South Africa ABSTRACT 31 From the archives From the archives37 Tony Brown , Elaine Hodson , Kim Smith TIMSS mathematics has changed real mathematics forever ABSTRACT 38 - Contributor affiliations and contact information44