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| | front cover
| 0 |
|
Richard Barwell |
| | Wolf diminished: mathematics, education and biodiversity
ABSTRACT
| 2 |
|
Kathleen Nolan ,
Lisa Lunney Borden |
| | It’s all a matter of perspective
ABSTRACT
| 8 |
|
Lisa Darragh |
| | Communication: Targeted identities of the mathematics learner: now it's getting personal!
| 15 |
|
Antonella Perucca |
| | Communication: Congruence theorems in the past, present, and future
| 17 |
|
Federica Ferretti ,
George Santi |
| | Communication: Teachers' subjectification as a dialogue with standardized assessment
| 19 |
|
Danyal Farsani |
| | Communication: False friends in mathematics education: implications for meaning making in multilingual classrooms
| 21 |
|
David A. Reid |
| | Editorial
| 24 |
|
Dave Hewitt |
| | L’arbitraire et le nécessaire— première partie : une manière de regarder le programme de mathématiques
| 25 |
|
Laurent Theis |
| | Learning the = sign: a significant cognitive obstacle
| 35 |
|
Anna Teledahl ,
Cecilia Kilhamn ,
Ola Helenius ,
Linda Marie Ahl |
| | Writing down the solution separate from solving the problem
ABSTRACT
| 41 |
|
Thérèse Dooley ,
Paul Grimes |
| | “I’m not doing it again, I don’t want to”: revealing storylines in Cara’s Lesson Play
ABSTRACT
| 47 |
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| | Contributors
| 52 |
