Vol. 34 Num. 2 (2014) Margaret Walshaw Who can know mathematics? ABSTRACT 2 Susan Staats Communication: The interdisciplinary future of mathematics curriculum7 Lynn M. McGarvey Communication: Intentional play-spaces for teaching/learning mathematics with young children9 Gila Hanna , John Mason Key ideas and memorability in proof ABSTRACT 12 Paul Christian Dawkins When proofs reflect more on assumptions than conclusions ABSTRACT 17 Alf Coles Transitional devices ABSTRACT 24 Elise Lockwood A set-oriented perspective on solving counting problems ABSTRACT 31 From the archives From the archives37 Beth Herbel-Eisenmann , David Pimm Communication: The one and the many: transcripts and the art of interpretation38 David Pimm Communication: Work address40 Lesley Rex Communication: Language in use41 Beth Herbel-Eisenmann Communication: Textbook positioning42 Ellice Forman Communication: Science or mathematics?43 Mary Schleppegrell Communication: Purposeful grammar44 Tim Rowland Communication: Hedged maxims45 Codruta Temple Communication: Lexical density and the mathematics register46 - Contributor affiliations and contact information48