Table of contents for issues of Educational Studies in Mathematics

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Volume 1, Number 1--2, May, 1968
Volume 1, Number 3, January, 1969
Volume 1, Number 4, March, 1969
Volume 2, Number 1, July, 1969
Volume 2, Number 2--3, December, 1969
Volume 2, Number 4, February, 1970
Volume 3, Number 1, September, 1970
Volume 3, Number 2, April, 1971
Volume 3, Number 3--4, June, 1971
Volume 4, Number 1, June, 1971
Volume 4, Number 2, December, 1971
Volume 4, Number 3, April, 1972
Volume 4, Number 4, December, 1972
Volume 5, Number 1, April, 1973
Volume 5, Number 2, June, 1973
Volume 5, Number 3, March, 1974
Volume 5, Number 4, December, 1974
Volume 6, Number 1, March, 1975
Volume 6, Number 2, July, 1975
Volume 6, Number 3, November, 1975
Volume 6, Number 4, March, 1976
Volume 7, Number 1--2, July, 1976
Volume 7, Number 3, August, 1976
Volume 7, Number 4, December, 1976
Volume 8, Number 1, April, 1977
Volume 8, Number 2, August, 1977
Volume 8, Number 3, October, 1977
Volume 8, Number 4, December, 1977
Volume 9, Number 1, February, 1978
Volume 9, Number 2, May, 1978
Volume 9, Number 3, August, 1978
Volume 9, Number 4, November, 1978
Volume 10, Number 1, February, 1979
Volume 10, Number 2, May, 1979
Volume 10, Number 3, August, 1979
Volume 10, Number 4, November, 1979
Volume 11, Number 1, February, 1980
Volume 11, Number 2, May, 1980
Volume 11, Number 3, August, 1980
Volume 11, Number 4, November, 1980
Volume 12, Number 1, February, 1981
Volume 12, Number 2, May, 1981
Volume 12, Number 3, August, 1981
Volume 12, Number 4, November, 1981
Volume 13, Number 1, February, 1982
Volume 13, Number 2, May, 1982
Volume 13, Number 3, August, 1982
Volume 13, Number 4, November, 1982
Volume 14, Number 1, February, 1983
Volume 14, Number 2, May, 1983
Volume 14, Number 3, August, 1983
Volume 14, Number 4, November, 1983
Volume 15, Number 1, February, 1984
Volume 15, Number 2, May, 1984
Volume 15, Number 3, August, 1984
Volume 15, Number 4, November, 1984
Volume 16, Number 1, February, 1985
Volume 16, Number 2, May, 1985
Volume 16, Number 3, August, 1985
Volume 16, Number 4, November, 1985
Volume 17, Number 1, February, 1986
Volume 17, Number 2, May, 1986
Volume 17, Number 3, August, 1986
Volume 17, Number 4, November, 1986
Volume 18, Number 1, February, 1987
Volume 18, Number 2, May, 1987
Volume 18, Number 3, August, 1987
Volume 18, Number 4, November, 1987
Volume 19, Number 1, February, 1988
Volume 19, Number 2, May, 1988
Volume 19, Number 3, August, 1988
Volume 19, Number 4, November, 1988
Volume 20, Number 1, February, 1989
Volume 20, Number 2, May, 1989
Volume 20, Number 3, August, 1989
Volume 20, Number 4, November, 1989
Volume 21, Number 1, February, 1990
Volume 21, Number 2, April, 1990
Volume 21, Number 3, June, 1990
Volume 21, Number 4, August, 1990
Volume 21, Number 5, October, 1990
Volume 21, Number 6, December, 1990
Volume 22, Number 1, February, 1991
Volume 22, Number 2, April, 1991
Volume 22, Number 3, June, 1991
Volume 22, Number 4, August, 1991
Volume 22, Number 5, October, 1991
Volume 22, Number 6, December, 1991
Volume 23, Number 1, February, 1992
Volume 23, Number 2, April, 1992
Volume 23, Number 3, June, 1992
Volume 23, Number 4, August, 1992
Volume 23, Number 5, October, 1992
Volume 23, Number 6, December, 1992
Volume 24, Number 1, March, 1993
Volume 24, Number 2, February, 1993
Volume 24, Number 3, September, 1993
Volume 24, Number 4, December, 1993
Volume 25, Number 1--2, March, 1993
Volume 25, Number 3, September, 1993
Volume 25, Number 4, December, 1993
Volume 26, Number 1, January, 1994
Volume 26, Number 2--3, March, 1994
Volume 26, Number 4, June, 1994
Volume 27, Number 1, July, 1994
Volume 27, Number 2, September, 1994
Volume 27, Number 3, October, 1994
Volume 27, Number 4, December, 1994
Volume 28, Number 1, January, 1995
Volume 28, Number 2, March, 1995
Volume 28, Number 3, April, 1995
Volume 28, Number 4, June, 1995
Volume 29, Number 1, July, 1995
Volume 29, Number 2, September, 1995
Volume 29, Number 3, October, 1995
Volume 29, Number 4, December, 1995
Volume 30, Number 1, January, 1996
Volume 30, Number 2, March, 1996
Volume 30, Number 3, April, 1996
Volume 30, Number 4, June, 1996
Volume 31, Number 1--2, September, 1996
Volume 31, Number 3, October, 1996
Volume 31, Number 4, December, 1996
Volume 32, Number 1, January, 1997
Volume 32, Number 2, February, 1997
Volume 32, Number 3, March, 1997
Volume 33, Number 1, June, 1997
Volume 33, Number 2, July, 1997
Volume 33, Number 3, September, 1997
Volume 34, Number 1, October, 1997
Volume 34, Number 2, November, 1997
Volume 34, Number 3, December, 1997
Volume 35, Number 1, January, 1998
Volume 35, Number 2, February, 1998
Volume 35, Number 3, March, 1998
Volume 36, Number 1, June, 1998
Volume 36, Number 2, July, 1998
Volume 36, Number 3, September, 1998
Volume 37, Number 1, October, 1998
Volume 37, Number 2, November, 1998
Volume 37, Number 3, December, 1998
Volume 38, Number 1--3, March, 1999
Volume 39, Number 1--3, June, 1999
Volume 40, Number 1, September, 1999
Volume 40, Number 2, October, 1999
Volume 40, Number 3, November, 1999
Volume 41, Number 1, January, 2000
Volume 41, Number 2, February, 2000
Volume 41, Number 3, March, 2000
Volume 42, Number 1, April, 2000
Volume 42, Number 2, March, 2000
Volume 42, Number 3, May, 2000
Volume 43, Number 1, July, 2000
Volume 43, Number 2, September, 2000
Volume 43, Number 3, November, 2000
Volume 44, Number 1--3, December, 2000
Volume 45, Number 1--3, March, 2001
Volume 46, Number 1--3, March, 2001
Volume 47, Number 1, May, 2001
Volume 47, Number 2, July, 2001
Volume 47, Number 3, September, 2001
Volume 48, Number 1, October, 2001
Volume 48, Number 2--3, November, 2001
Volume 49, Number 1, January, 2002
Volume 49, Number 2, February, 2002
Volume 49, Number 3, March, 2002
Volume 50, Number 1, May, 2002
Volume 50, Number 2, March, 2002
Volume 50, Number 3, May, 2002
Volume 51, Number 1--2, July, 2002
Volume 51, Number 3, November, 2002
Volume 52, Number 1, January, 2003
Volume 52, Number 2, March, 2003
Volume 52, Number 3, April, 2003
Volume 53, Number 1, May, 2003
Volume 53, Number 2, July, 2003
Volume 53, Number 3, September, 2003
Volume 54, Number 1, November, 2003
Volume 54, Number 2--3, December, 2003
Volume 55, Number 1--3, March, 2004
Volume 56, Number 1, May, 2004
Volume 56, Number 2--3, July, 2004
Volume 57, Number 1, July, 2004
Volume 57, Number 2, September, 2004
Volume 57, Number 3, November, 2004
Volume 58, Number 1, January, 2005
Volume 58, Number 2, February, 2005
Volume 58, Number 3, March, 2005
Volume 59, Number 1--3, July, 2005
Volume 60, Number 1, September, 2005
Volume 60, Number 2, October, 2005
Volume 60, Number 3, November, 2005
Volume 61, Number 1--2, February, 2006
Volume 61, Number 3, March, 2006
Volume 62, Number 1, May, 2006
Volume 62, Number 2, June, 2006
Volume 62, Number 3, July, 2006
Volume 63, Number 1, September, 2006
Volume 63, Number 2, October, 2006
Volume 63, Number 3, November, 2006
Volume 64, Number 1, January, 2007
Volume 64, Number 2, February, 2007
Volume 64, Number 3, March, 2007
Volume 65, Number 1, May, 2007
Volume 65, Number 2, June, 2007
Volume 65, Number 3, July, 2007
Volume 66, Number 1, September, 2007
Volume 66, Number 2, October, 2007
Volume 66, Number 3, November, 2007
Volume 67, Number 1, January, 2008
Volume 67, Number 2, February, 2008
Volume 67, Number 3, March, 2008
Volume 68, Number 1, May, 2008
Volume 68, Number 2, June, 2008
Volume 68, Number 3, July, 2008
Volume 69, Number 1, September, 2008
Volume 69, Number 2, October, 2008
Volume 69, Number 3, November, 2008
Volume 70, Number 1, January, 2009
Volume 70, Number 2, March, 2009
Volume 70, Number 3, April, 2009
Volume 71, Number 1, May, 2009
Volume 71, Number 2, June, 2009
Volume 71, Number 3, July, 2009
Volume 72, Number 1, September, 2009
Volume 72, Number 2, November, 2009
Volume 72, Number 3, December, 2009
Volume 73, Number 1, January, 2010
Volume 73, Number 2, March, 2010
Volume 73, Number 3, April, 2010
Volume 74, Number 1, May, 2010
Volume 74, Number 2, June, 2010
Volume 74, Number 3, July, 2010
Volume 75, Number 1, September, 2010
Volume 75, Number 2, November, 2010
Volume 75, Number 3, December, 2010
Volume 76, Number 1, January, 2011
Volume 76, Number 2, March, 2011
Volume 76, Number 3, April, 2011
Volume 77, Number 1, May, 2011
Volume 77, Number 2--3, July, 2011
Volume 78, Number 1, September, 2011
Volume 78, Number 2, November, 2011
Volume 78, Number 3, December, 2011
Volume 79, Number 1, January, 2012
Volume 79, Number 2, February, 2012
Volume 79, Number 3, March, 2012
Volume 80, Number 1--2, May, 2012
Volume 80, Number 3, July, 2012
Volume 81, Number 1, September, 2012
Volume 81, Number 2, October, 2012
Volume 81, Number 3, November, 2012
Volume 82, Number 1, January, 2013
Volume 82, Number 2, February, 2013
Volume 82, Number 3, March, 2013
Volume 83, Number 1, May, 2013
Volume 83, Number 2, June, 2013
Volume 83, Number 3, July, 2013
Volume 84, Number 1, September, 2013
Volume 84, Number 2, October, 2013
Volume 84, Number 3, November, 2013
Volume 85, Number 1, January, 2014
Volume 85, Number 2, February, 2014
Volume 85, Number 3, March, 2014
Volume 86, Number 1, May, 2014
Volume 86, Number 2, June, 2014
Volume 86, Number 3, July, 2014
Volume 87, Number 1, September, 2014
Volume 87, Number 2, October, 2014
Volume 87, Number 3, November, 2014
Volume 88, Number 1, January, 2015
Volume 88, Number 2, February, 2015
Volume 88, Number 3, March, 2015
Volume 89, Number 1, May, 2015
Volume 89, Number 2, June, 2015
Volume 89, Number 3, July, 2015
Volume 90, Number 1, September, 2015
Volume 90, Number 2, October, 2015
Volume 90, Number 3, November, 2015
Volume 91, Number 1, January, 2016
Volume 91, Number 2, February, 2016
Volume 91, Number 3, March, 2016
Volume 92, Number 1, May, 2016
Volume 92, Number 2, June, 2016
Volume 92, Number 3, July, 2016
Volume 93, Number 1, September, 2016
Volume 93, Number 2, October, 2016
Volume 93, Number 3, November, 2016
Volume 94, Number 1, January, 2017
Volume 94, Number 2, February, 2017
Volume 94, Number 3, March, 2017
Volume 95, Number 1, May, 2017
Volume 95, Number 2, June, 2017
Volume 95, Number 3, July, 2017
Volume 96, Number 1, September, 2017
Volume 96, Number 2, October, 2017
Volume 96, Number 3, November, 2017
Volume 97, Number 1, January, 2018
Volume 97, Number 2, February, 2018
Volume 97, Number 3, March, 2018
Volume 98, Number 1, May, 2018
Volume 98, Number 2, June, 2018
Volume 98, Number 3, July, 2018
Volume 99, Number 1, September, 2018
Volume 99, Number 2, October, 2018
Volume 99, Number 3, November, 2018
Volume 100, Number 1, January, 2019
Volume 100, Number 2, February, 2019
Volume 100, Number 3, March, 2019
Volume 101, Number 1, May, 2019
Volume 101, Number 2, June, 2019
Volume 101, Number 3, July, 2019
Volume 102, Number 1, September, 2019
Volume 102, Number 2, October, 2019
Volume 102, Number 3, November, 2019
Volume 103, Number 1, January, 2020
Volume 103, Number 2, February, 2020
Volume 103, Number 3, March, 2020
Volume 104, Number 1, May, 2020
Volume 104, Number 2, June, 2020
Volume 104, Number 3, July, 2020
Volume 105, Number 1, September, 2020
Volume 105, Number 2, October, 2020
Volume 105, Number 3, November, 2020
Volume 106, Number 1, January, 2021
Volume 106, Number 2, February, 2021
Volume 106, Number 3, March, 2021
Volume 107, Number 1, May, 2021
Volume 107, Number 2, June, 2021
Volume 107, Number 3, July, 2021
Volume 108, Number 1--2, October, 2021
Volume 108, Number 3, November, 2021
Volume 109, Number 1, January, 2022
Volume 109, Number 2, February, 2022
Volume 109, Number 3, March, 2022
Volume 110, Number 1, May, 2022
Volume 110, Number 2, June, 2022
Volume 110, Number 3, July, 2022
Volume 111, Number 1, September, 2022
Volume 111, Number 2, October, 2022
Volume 111, Number 3, November, 2022
Volume 112, Number 1, January, 2023
Volume 112, Number 2, February, 2023
Volume 112, Number 3, March, 2023
Volume 113, Number 1, May, 2023
Volume 113, Number 2, June, 2023
Volume 113, Number 3, July, 2023
Volume 114, Number 1, September, 2023
Volume 114, Number 2, October, 2023
Volume 114, Number 1, September, 2023
Volume 114, Number 3, November, 2023
Volume 115, Number 1, January, 2024
Volume 115, Number 2, February, 2024
Volume 115, Number 3, March, 2024
Volume 116, Number 1, May, 2024
Volume 116, Number 2, June, 2024
Volume 116, Number 3, July, 2024
Volume 117, Number 1, September, 2024
Volume 117, Number 2, October, 2024


Educational Studies in Mathematics
Volume 1, Number 1--2, May, 1968

               Hans Freudenthal   Why to teach mathematics so as to be
                                  useful . . . . . . . . . . . . . . . . . 3--8
                A. Z. Krygovska   Processus de la mathématisation dans
                                  l'enseignement. (French) [The process of
                                  mathematicizing education] . . . . . . . 9--16
               J. M. Hammersley   On the enfeeblement of mathematical
                                  skills by modern mathematics and by
                                  similar soft intellectual trash in
                                  schools and universities . . . . . . . . 17--17
                H. B. Griffiths   Pure mathematicians as teachers of
                                  applied mathematicians . . . . . . . . . 18--23
                   H. O. Pollak   On some of the problems of teaching
                                  applications of mathematics  . . . . . . 24--30
             André Revuz   Les pi\`eges de l'enseignement des
                                  mathématiques. (French) [The pitfalls of
                                  teaching mathematics]  . . . . . . . . . 31--36
                     W. Servais   Comment enseigner la mathématique pour
                                  qu'elle soit utile?. (French) [How can
                                  we teach mathematics to be useful?]  . . 37--54
                 Jean Tavernier   The thinking of a physicist about
                                  mathematics  . . . . . . . . . . . . . . 55--60
                      Anonymous   Panel discussion . . . . . . . . . . . . 61--79
                   A. Delessert   Quelques observations na\"\ives en marge
                                  de deux enquêtes sur l'enseignement
                                  mathématique. (French) [Some observations
                                  made in the margins of two surveys on
                                  mathematical education]  . . . . . . . . 80--88
                  Charles Pisot   Enseignement des mathématiques pour
                                  physiciens. (French) [Teaching
                                  mathematics for physicists]  . . . . . . 89--92
             Matts Håstad   Mathematics and engineers  . . . . . . . 93--97
                   R. C. Lyness   Applied mathematics in English schools   98--104
                     Gail Young   The computer and the calculus  . . . . . 105--110
                   R. J. Walker   Student use of a computer  . . . . . . . 111--117
               Maurice Glaymann   Initiation au calcul numérique et usage
                                  des machines \`a calculer. (French)
                                  [Introduction to numerical calculation
                                  and use of calculating machines] . . . . 118--125
              Murray S. Klamkin   On the teaching of mathematics so as to
                                  be useful  . . . . . . . . . . . . . . . 126--160
                      H. Behnke   Wandlungen in der Auswahl der Stoffe für
                                  den Unterricht. (German) [Changes in the
                                  choice of subjects for teaching] . . . . 161--165
                 T. J. Fletcher   A heuristic approach to matrices . . . . 166--180
             Hans-Georg Steiner   Examples of exercises in mathematization
                                  on the secondary school level  . . . . . 181--201
                   Arthur Engel   Systematic use of applications in
                                  mathematics teaching . . . . . . . . . . 202--221
          André Roumanet   Une expérience d'enseignement de
                                  mathématique avec des enfants de 11 \`a
                                  13 ans. (French) [A mathematics-teaching
                                  experiment with 11-to-13-year-old
                                  children]  . . . . . . . . . . . . . . . 222--236
                     A. Brailly   Un exemple d'exploitation d'une
                                  `situation'. (French) [An example of
                                  exploitation of a `situation'] . . . . . 237--243
                      Anonymous   Propositions on the teaching of
                                  mathematics  . . . . . . . . . . . . . . 244--244
                      Anonymous   Final recommendations of the
                                  participants about the coordination of
                                  the teaching of mathematics and physics  245--246

Educational Studies in Mathematics
Volume 1, Number 3, January, 1969

         Joseph M. Scandura and   
             Joan Barksdale and   
             John H. Durnin and   
                   Robert Mcgee   An unexpected relationship between
                                  failure and subsequent mathematics
                                  learning . . . . . . . . . . . . . . . . 247--251
                Keith Hirst and   
                   Norman Biggs   Undergraduate projects in mathematics    252--261
                   Jacques Fort   Expérimentation d'un enseignement des
                                  mathématiques en classe de sixi\`eme des
                                  lycées et coll\`eges. (French)
                                  [Experimentation in teaching of
                                  mathematics in sixth grade of high
                                  schools and colleges]  . . . . . . . . . 262--273
               Emma Castelnuovo   Les transformations affines dans le 1er
                                  cycle de l'école secondaire. (French)
                                  [Affine transformations in the first
                                  cycle of secondary school] . . . . . . . 274--288
             Hans-Georg Steiner   Examples of exercises in mathematization 289--299
                  Arnold Kirsch   An analysis of commercial arithmetic . . 300--311
            Burt A. Kaufman and   
                Hans-G. Steiner   The CSMP approach to a content-oriented,
                                  highly individualized mathematics
                                  education  . . . . . . . . . . . . . . . 312--326
               Hans Freudenthal   L'intégration apr\`es coup ou \`a la
                                  source. (French) [Integration after the
                                  fact or at the source] . . . . . . . . . 327--337
               Hans Freudenthal   The concept of integration at the Varna
                                  Congress . . . . . . . . . . . . . . . . 338--339
               Emma Castelnuovo   L'intégration centrée autour des
                                  mathématiques du 1er cycle de
                                  l'enseignement secondaire. (French)
                                  [Integration centered on the mathematics
                                  of the first cycle of secondary
                                  education] . . . . . . . . . . . . . . . 340--342
                P. M. Van Hiele   Quelques aspects didactiques du
                                  développement de la pensée des enfants
                                  dans les mathématiques et la physique.
                                  (French) [Some didactic aspects of the
                                  development of children's thinking in
                                  mathematics and physics] . . . . . . . . 343--346
                 Howard F. Fehr   Contemporary mathematics and its
                                  intervention in the sciences . . . . . . 347--351
                A. Z. Krygovska   Préparation des ma\^\itres \`a
                                  l'enseignement intégré des sciences.
                                  (French) [Preparing Teachers for
                                  Integrated Science Education]  . . . . . 352--364

Educational Studies in Mathematics
Volume 1, Number 4, March, 1969

         André Delessert   Connections between the reform of
                                  mathematical instruction and the further
                                  training of teachers . . . . . . . . . . 365--377
             Lina Mancini Proia   An experiment in teaching geometry . . . 378--385
                   A. Hollinger   Sur l'initiation \`a la géométrie.
                                  (French) [On initiation to geometry] . . 386--393
            P. G. J. Vredenduin   The conclusive force of Venn diagrams,
                                  and the implication  . . . . . . . . . . 394--401
                J. Van Dormolen   The uselessness of Venn diagrams . . . . 402--407
               Hans Freudenthal   Braces and Venn diagrams . . . . . . . . 408--414
                     J. Bastier   Games and relations  . . . . . . . . . . 415--421
       Jaroslav \vSedivý   Teaching of elements of logic by means
                                  of finite graphs . . . . . . . . . . . . 422--439
          Hans-Joachim Vollrath   Some algebraic aspects in analysis
                                  teaching . . . . . . . . . . . . . . . . 440--444
            Hans-G. Steiner and   
                Burt A. Kaufman   Checker games in operational systems as
                                  media for an inductive approach to
                                  teaching algebra . . . . . . . . . . . . 445--483


Educational Studies in Mathematics
Volume 2, Number 1, July, 1969

             Patrick Suppes and   
        Elizabeth F. Loftus and   
                     Max Jerman   Problem-solving on a computer-based
                                  teletype . . . . . . . . . . . . . . . . 1--15
               E. Fischbein and   
               Ileana Pampu and   
                   I. M\^\inzat   Initiation aux probabilités \`a l'école
                                  élémentaire. (French) [Initiation in
                                  Probability in Elementary School]  . . . 16--31
               Hans Freudenthal   A teachers course colloquium on sets and
                                  logic  . . . . . . . . . . . . . . . . . 32--58
                  Floyd R. Vest   A catalog of models for the operations
                                  of addition and subtraction of whole
                                  numbers  . . . . . . . . . . . . . . . . 59--68
               Maurice Glaymann   Initiation to vector spaces  . . . . . . 69--79
                      Anonymous   ICMI report on mathematical contests in
                                  secondary education (olympiads) I  . . . 80--114
             M. Bruckheimer and   
                       N. Gowar   Apparent conflicts in maths education    115--122
                 Erich Wittmann   The development of self-reliant thinking
                                  in mathematics teaching  . . . . . . . . 123--133

Educational Studies in Mathematics
Volume 2, Number 2--3, December, 1969

               Hans Freudenthal   Allocution du premier congr\`es
                                  international de l'enseignement
                                  mathématique, Lyon, 24--31 août 1969.
                                  (French) [Address to the First
                                  International Congress of Mathematical
                                  Education, Lyon, 24--31 August 1969] . . 135--138
              Bent Christiansen   Induction and deduction in the learning
                                  of mathematics and in mathematical
                                  instruction  . . . . . . . . . . . . . . 139--159
                     W. Servais   Logique et enseignement mathématique.
                                  (French) [Logic and Mathematical
                                  Education] . . . . . . . . . . . . . . . 160--179
                 J. V. Armitage   The relation between abstract and
                                  `concrete' mathematics at school . . . . 180--188
                    R. Gauthier   Essai d'individualisation de
                                  l'enseignement. (French) [Testing the
                                  Individualization of Education]  . . . . 189--200
                  G. G. Maslova   Le développement des idées et des concepts
                                  mathématiques fondamentaux dans
                                  l'enseignement des enfants de 7 \`a 15
                                  ans. (French) [The development of
                                  fundamental mathematical ideas and
                                  concepts in the teaching of children
                                  aged 7 to 15]  . . . . . . . . . . . . . 201--211
                    A. Roumanet   Une classe de mathématique: Motivations
                                  et méthodes. (French) [A class of
                                  mathematics: Motivations and methods]    212--231
                    E. G. Begle   The role of research in the improvement
                                  of mathematics education . . . . . . . . 232--244
                   A. Delessert   De quelques probl\`emes touchant \`a la
                                  formation des ma\^\itres de
                                  mathématiques. (French) [Some problems
                                  affecting the training of mathematics
                                  teachers]  . . . . . . . . . . . . . . . 245--256
                   Arthur Engel   The relevance of modern fields of
                                  applied mathematics for mathematical
                                  education  . . . . . . . . . . . . . . . 257--269
             André Revuz   Les premiers pas en analyse. (French)
                                  [The first steps in analysis]  . . . . . 270--278
              A. Markouchevitch   Certains probl\`emes de l'enseignement
                                  des mathématiques \`a l'école. (French)
                                  [Some problems of teaching mathematics
                                  at school] . . . . . . . . . . . . . . . 279--289
                   E. Fischbein   Enseignement mathématique et développement
                                  intellectuel. (French) [Mathematical
                                  education and intellectual development]  290--306
               Emma Castelnuovo   Différentes représentations utilisant la
                                  notion de barycentre. (French)
                                  [Different representations using the
                                  notion of barycenter]  . . . . . . . . . 307--332
  Frédérique Papy   Minicomputer . . . . . . . . . . . . . . 333--345
                 Bryan Thwaites   The role of the computer in school
                                  mathematics  . . . . . . . . . . . . . . 346--359
                Zofia Krygowska   Le texte mathématique dans
                                  l'enseignement. (French) [Mathematical
                                  text in teaching]  . . . . . . . . . . . 360--370
             Hans-Georg Steiner   Magnitudes and rational numbers --- A
                                  didactical analysis  . . . . . . . . . . 371--392
                   H. O. Pollak   How can we teach applications of
                                  mathematics? . . . . . . . . . . . . . . 393--404
             Paul C. Rosenbloom   Vectors and symmetry . . . . . . . . . . 405--414

Educational Studies in Mathematics
Volume 2, Number 4, February, 1970

                Ferenc Genzwein   The system and the organization of
                                  further training for the mathematics
                                  teachers of the secondary schools in
                                  Budapest . . . . . . . . . . . . . . . . 419--429
       E. Georgescu-Buz\=au and   
                   N. Matei and   
                  Gr. B\=anescu   The importance of appropriate problems
                                  in the teaching of mathematics . . . . . 430--437
                     Max Jerman   A counting model for simple addition . . 438--445
            Richard S. Long and   
           Nancy S. Meltzer and   
                Peter J. Hilton   Research in mathematics education  . . . 446--468
                    E. E. Biggs   Communication on primary education in
                                  mathematics  . . . . . . . . . . . . . . 469--475
                  Bert K. Waits   Relative effectiveness of two different
                                  television techniques and one large
                                  lecture technique for teaching large
                                  enrollment college mathematics courses   476--477
                John C. Egsgard   Some ideas in geometry that can be
                                  taught from K--6 . . . . . . . . . . . . 478--495
                Bruce R. Vogeli   Sweep away all cows, ghosts, dragons and
                                  devils . . . . . . . . . . . . . . . . . 496--500


Educational Studies in Mathematics
Volume 3, Number 1, September, 1970

                 David A. Smith   A calculus-with-computer experiment  . . 1--11
          Z. P. Dién\`es   Les six étapes de l'apprentissage des
                                  structures. (French) [The six stages of
                                  learning structures] . . . . . . . . . . 12--42
             Lina Mancini Proia   Une expérience dans un lycée classique.
                                  (French) [An experience in a classical
                                  high school] . . . . . . . . . . . . . . 43--62
              Thomas C. O'Brien   Some notes on multiplication of whole
                                  numbers  . . . . . . . . . . . . . . . . 63--67
                A. D. Semu\vsin   Study of geometry in the fourth grade    68--83
               Maurice Glaymann   A geometry on the cube . . . . . . . . . 84--94
           William E. Lamon and   
                 Lloyd F. Scott   An investigation of structure in
                                  elementary school mathematics:
                                  Isomorphism  . . . . . . . . . . . . . . 95--110
                    J. N. Kapur   Combinatorial analysis and school
                                  mathematics  . . . . . . . . . . . . . . 111--127
                      Anonymous   XIth International Olympiad Bucharest,
                                  5--20 July 1969  . . . . . . . . . . . . 128--129

Educational Studies in Mathematics
Volume 3, Number 2, April, 1971

                      Anonymous   XIIth International Olympiad
                                  Budapest--Keszthely, 10--24 June 1970    131--132
                     G. D. Balk   Application of heuristic methods to the
                                  study of mathematics at school . . . . . 133--146
           M. A. Grabovskij and   
              P. M. Kotel'nikov   The use of kinematic models in the study
                                  of trigonometric functions . . . . . . . 147--160
                   E. G. Jakuba   Experiments on improving the teaching
                                  process  . . . . . . . . . . . . . . . . 161--169
              N. M. Roganovskij   Axiomatic approach to the teaching of
                                  solid geometry in grade IX . . . . . . . 170--179
                  S. I. Veksler   Developing the capabilities of the pupil 180--183
                 Geoffrey Giles   Switch boards and logic  . . . . . . . . 184--191
                       K. Orlov   Experimental verification of the use of
                                  the mathematical balance in secondary
                                  teaching . . . . . . . . . . . . . . . . 192--205
           Alexander Graham and   
                 Graham A. Read   A television programme on finite
                                  differences  . . . . . . . . . . . . . . 206--219
                  Floyd R. Vest   A catalog of models for multiplication
                                  and division of whole numbers  . . . . . 220--228
             Joseph M. Scandura   A research basis for teacher education   229--243
              Murray S. Klamkin   On the ideal role of an industrial
                                  mathematician and its educational
                                  implications . . . . . . . . . . . . . . 244--269
                 M. A. Touyarot   Inquiry into the meanings of `relation'  270--276

Educational Studies in Mathematics
Volume 3, Number 3--4, June, 1971

                   Burt Kaufman   Background . . . . . . . . . . . . . . . 277--280
                      Anonymous   The CSMP development of geometry . . . . 281--285
                      Anonymous   Geometry conference recommendations  . . 286--287
             Friedrich Bachmann   $n$-Gons . . . . . . . . . . . . . . . . 288--309
               H. S. M. Coxeter   Inversive geometry . . . . . . . . . . . 310--321
                Robert B. Davis   The problem of relating mathematics to
                                  the possibilities and needs of schools
                                  and children . . . . . . . . . . . . . . 322--336
      Zoltan P. Dién\`es   An example of the passage from the
                                  concrete to the manipulation of formal
                                  systems  . . . . . . . . . . . . . . . . 337--352
                   Arthur Engel   Geometrical activities for the upper
                                  elementary school  . . . . . . . . . . . 353--394
                 T. J. Fletcher   The teaching of geometry present
                                  problems and future aims . . . . . . . . 395--412
               Hans Freudenthal   Geometry between the devil and the deep
                                  sea  . . . . . . . . . . . . . . . . . . 413--435
                   Peter Hilton   Topology in the high school  . . . . . . 436--453
                   M. A. Jeeves   Some experiments on structured learning  454--476
                  Paul J. Kelly   Topology and transformations in high
                                  school geometry  . . . . . . . . . . . . 477--481
                    Victor Klee   The use of research problems in high
                                  school geometry  . . . . . . . . . . . . 482--489
                    Howard Levi   Geometric algebra for the High School
                                  Program  . . . . . . . . . . . . . . . . 490--500


Educational Studies in Mathematics
Volume 4, Number 1, June, 1971

                    Karl Menger   The geometry relevant to modern
                                  education  . . . . . . . . . . . . . . . 1--17
                        G. Papy   A first introduction to the notion of
                                  topological space  . . . . . . . . . . . 18--30
            Günter Pickert   The introduction of metric by the use of
                                  conics . . . . . . . . . . . . . . . . . 31--47
             André Revuz   The position of geometry in mathematical
                                  education  . . . . . . . . . . . . . . . 48--52
                 Thomas G. Room   The geometry and algebra of reflections
                                  (and of $ 2 \times 2 $ matrices) . . . . 53--75
               Seymour Schuster   On the teaching of geometry a potpourri  76--86
             Hans-Georg Steiner   A foundation of Euclidean geometry by
                                  means of congruence mappings . . . . . . 87--90
                 Marshall Stone   Learning and teaching axiomatic geometry 91--103
             Herbert E. Vaughan   The development of Euclidean geometry in
                                  terms of translations  . . . . . . . . . 104--110
                    Mario Villa   A logical approach to the teaching of
                                  geometry at the secondary level  . . . . 111--134
                  John Williams   Problems and possibilities in the
                                  assessment and investigation of
                                  mathematics learning . . . . . . . . . . 135--149
                Hans Zassenhaus   Genetic development of the congruence
                                  axioms . . . . . . . . . . . . . . . . . 150--152

Educational Studies in Mathematics
Volume 4, Number 2, December, 1971

             H. Brian Griffiths   Mathematical insight and mathematical
                                  curricula  . . . . . . . . . . . . . . . 153--165
           William E. Lamon and   
                Leslie E. Huber   The learning of the vector space
                                  structure by sixth grade students  . . . 166--181
                   Lucie Libois   Mathematics in the Decroly School  . . . 182--186
                 J. E. Phythian   Mathematical kujitegemea in Tanzania . . 187--200
          Thomas C. O'Brien and   
         Bernard J. Shapiro and   
                 Norma C. Reali   Logical thinking-language and context    201--219
                    E. G. Begle   Time devoted to instruction and student
                                  achievement  . . . . . . . . . . . . . . 220--224
           Jacques Chayé   Apprentissage de la déduction. (French)
                                  [Learning Deduction] . . . . . . . . . . 225--231
               Magdeleine Motte   En marge de l'apprentissage de la
                                  déduction. (French) [On the margin of
                                  learning deduction]  . . . . . . . . . . 232--242
                 Erich Wittmann   Complementary attitudes in problem
                                  solving  . . . . . . . . . . . . . . . . 243--251
                J. E. Baker and   
             M. Bruckheimer and   
                    H. G. Flegg   A pedagogic approach to morphisms  . . . 252--263
               E. Fischbein and   
            Ileana B\uarbat and   
                   I. M\^\inzat   Intuitions primaires et intuitions
                                  secondaires dans l'initiation aux
                                  probabilités. (French) [Primary and
                                  secondary intuitions in initiation in
                                  probabilities] . . . . . . . . . . . . . 264--280

Educational Studies in Mathematics
Volume 4, Number 3, April, 1972

                       A. Revuz   La notion de continuité dans
                                  l'enseignement du second degré. (French)
                                  [The notion of continuity in secondary
                                  education] . . . . . . . . . . . . . . . 281--298
                    K. E. Hirst   Derivatives and tangents . . . . . . . . 299--305
                 Max Jerman and   
                   Raymond Rees   Predicting the relative difficulty of
                                  verbal arithmetic problems . . . . . . . 306--323
               Philip S. Marcus   Comments on variable-free calculus . . . 324--330
         Joseph M. Scandura and   
                   Robert McGee   An exploratory investigation of basic
                                  mathematical abilities of kindergarten
                                  children . . . . . . . . . . . . . . . . 331--345
                       T. Varga   Logic and probability in the lower
                                  grades . . . . . . . . . . . . . . . . . 346--357
                  Hugh Thurston   What exactly is $ d y / d x $? . . . . . 358--367
                   Josette Adda   Quelques études pour contribuer \`a
                                  l'observation du comportement
                                  mathématique des non-mathématiciens.
                                  (French) [Some studies contributing to
                                  the observation of mathematical behavior
                                  of non-mathematicians] . . . . . . . . . 368--392
                    A. F. Monna   Set-theory in 1888 . . . . . . . . . . . 393--397
                      Anonymous   XIIIth International Olympiad
                                  Bratislava--Zilina, 7--20 July 1971  . . 398--399

Educational Studies in Mathematics
Volume 4, Number 4, December, 1972

              Thomas C. O'Brien   Logical thinking in adolescents  . . . . 401--428
             Adele Goldberg and   
                 Patrick Suppes   A computer-assisted instruction program
                                  for exercises on finding axioms  . . . . 429--449
         Théo Bernet and   
         André Delessert   Un inventaire des notions impliquées dans
                                  un enseignement général de mathématique \`a
                                  l'école secondaire. (French) [An
                                  inventory of the notions involved in a
                                  general education of mathematics in
                                  secondary school]  . . . . . . . . . . . 450--465
                     Jan Konior   Essai de détermination des causes d'échecs
                                  des él\`eves dans la recherche de
                                  démonstrations. (French) [Test to
                                  determine the causes of failure of
                                  students in the search for
                                  demonstrations]  . . . . . . . . . . . . 466--483
                 H. Freudenthal   The `empirical law of large numbers' or
                                  `The stability of frequencies' . . . . . 484--490
                      Anonymous   Probl\`emes de la pensée logique dans
                                  l'enseignement des mathématiques.
                                  (French) [Problems of Logical Thinking
                                  in Mathematics Education]  . . . . . . . 491--500


Educational Studies in Mathematics
Volume 5, Number 1, April, 1973

            William E. Hartnett   The CF/PMM approach to learning
                                  Mathematics  . . . . . . . . . . . . . . 1--22
     Héléna Siwek   Logique formelle et raisonnement naturel
                                  des él\`eves dans l'enseignement de la
                                  mathématique. (French) [Formal logic and
                                  natural reasoning of pupils in the
                                  teaching of mathematics] . . . . . . . . 23--37
            A. Z. Krygovska and   
                   Maria Ciosek   Quelques remarques sur le comportement
                                  des él\`eves concernant les probl\`emes
                                  mathématiques. (French) [Some remarks on
                                  the behavior of pupils concerning
                                  mathematical problems] . . . . . . . . . 39--48
               Burt Kaufman and   
             Lennart Råde   Relations and probability  . . . . . . . 49--64
                   Jean Galtier   Around a game  . . . . . . . . . . . . . 65--70
              Thomas C. O'Brien   Logical thinking in college students . . 71--79
         Hartmut Wallrabenstein   Development and signification of a
                                  geometry test  . . . . . . . . . . . . . 81--89
         Hartmut Wallrabenstein   Experiments in teaching intuitive
                                  topology in the 5th and 6th grades . . . 91--108
                     Max Jerman   Problem length as a structural variable
                                  in verbal arithmetic problems  . . . . . 109--123
                 Erich Wittmann   The concept of grouping in Jean Piaget's
                                  psychology --- formalization and
                                  applications . . . . . . . . . . . . . . 125--146
                     Floyd Vest   Using models of operations and equations 147--155
                   A. G. Howson   Charles Godfrey (1873--1924) and the
                                  reform of mathematical education . . . . 157--180

Educational Studies in Mathematics
Volume 5, Number 2, June, 1973

                     Max Jerman   Problem length as a structural variable
                                  in verbal arithmetic problems  . . . . . 109--123
                 Erich Wittmann   The concept of grouping in Jean Piaget's
                                  psychology --- Formalization and
                                  applications . . . . . . . . . . . . . . 125--146
                     Floyd Vest   Using models of operations and equations 147--155
                   A. G. Howson   Charles Godfrey (1873--1924) and the
                                  reform of mathematical education . . . . 157--180
         Bernard J. Shapiro and   
              Thomas C. O'Brien   Quasi-Child Logics . . . . . . . . . . . 181--184
              Robert A. Bagnato   Teaching college mathematics by
                                  question-and-answer  . . . . . . . . . . 185--192
                   Lyman Holden   The march of the discoverer  . . . . . . 193--205
Une Équipe de l'I.R.E.M. de Strasbourg   Sur l'assimilation des programmes de
                                  6\`eme--5\`eme. (French) [On the
                                  assimilation of programs of 6th--5th]    207--242

Educational Studies in Mathematics
Volume 5, Number 3, March, 1974

                Detlef Laugwitz   Motivations and Linear Algebra . . . . . 243--254
           Joseph B. Harkin and   
               Gerald R. Rising   Some psychological and pedagogical
                                  aspects of mathematical symbolism  . . . 255--260
                 H. Freudenthal   The crux of course design in probability 261--277
                 Zalman Usiskin   Some corresponding properties of real
                                  numbers and implications for teaching    279--290
             Barnabas B. Hughes   Heuristic teaching in mathematics  . . . 291--299
         Richard J. Shumway and   
                Frank K. Lester   Negative instances and the acquisition
                                  of the mathematical concepts of
                                  commutativity and associativity  . . . . 301--315
              Max E. Jerman and   
                 Sanford Mirman   Linguistic and computational variables
                                  in problem solving in elementary
                                  mathematics  . . . . . . . . . . . . . . 317--362
                    Amy C. King   Plan Ahead . . . . . . . . . . . . . . . 363--370
          Barbara W. Searle and   
           Paul Lorton, Jr. and   
                 Patrick Suppes   Structural variables affecting CaI
                                  performance on arithmetic word problems
                                  of disadvantaged and deaf students . . . 371--384
                      Anonymous   XIVth International Olympiad
                                  Warsaw--Toru\'n, 7--18 July 1972 . . . . 385--386
                      Anonymous   XVth International Olympiad Moscow,
                                  4--17 July 1973  . . . . . . . . . . . . 387--388
                      Anonymous   International symposium on `The Role of
                                  Geometry in present-day Mathematics
                                  Teaching' scheduled to be held in
                                  Bielefeld (West Germany) from September
                                  16 to 20, 1974 . . . . . . . . . . . . . 389--389
                      Anonymous   A call for resource materials  . . . . . 390--390

Educational Studies in Mathematics
Volume 5, Number 4, December, 1974

                 H. Freudenthal   Soviet research on teaching algebra at
                                  the lower grades of the elementary
                                  school . . . . . . . . . . . . . . . . . 391--412
                P. M. Van Hiele   System separation and transfer . . . . . 413--417
                 Ramesh Kapadia   A critical examination of
                                  Piaget--Inhelder's view on topology  . . 419--424
                       T. Roman   Les olympiades mathématiques en Roumanie.
                                  (French) [The mathematical olympiads in
                                  Romania] . . . . . . . . . . . . . . . . 425--440
Une Équipe de l'Irem de Strasbourg   Sur l'acquisition des structures
                                  numériques en fin de $ 3^{\hbox {\` e}me}
                                  $. (French) [On the acquisition of the
                                  numerical structures at the end of the
                                  third [grade]] . . . . . . . . . . . . . 441--459
                   J. B. Harkin   Transformation and tesselation on the
                                  geoboard . . . . . . . . . . . . . . . . 461--465
           Emma Castelnuovo and   
        Daniela Gori-Giorgi and   
            Claudio Gori-Giorgi   Les graphes de flux dans l'enseignement
                                  secondaire. (French) [Flow Graphs in
                                  Secondary Education] . . . . . . . . . . 467--492
                Lars C. Jansson   Structural and linguistic variables that
                                  contribute to difficulty in the judgment
                                  of simple verbal deductive arguments . . 493--505


Educational Studies in Mathematics
Volume 6, Number 1, March, 1975

                   Arthur Engel   The probabilistic abacus . . . . . . . . 1--22
              Thomas C. O'Brien   Deformation and the four card problem    23--39
               Perla Nesher and   
                     Eva Teubal   Verbal cues as an interfering factor in
                                  verbal problem solving . . . . . . . . . 41--51
                 Erich Wittmann   Natural numbers and groupings  . . . . . 53--75
                     J. D. Gray   Criticism in the mathematics class . . . 77--86
                R. M. Cater and   
           H. W. Johnstone, Jr.   A computer language for teaching
                                  introductory logic . . . . . . . . . . . 87--91
                    Mario Barra   The cycloid  . . . . . . . . . . . . . . 93--98
                     H. P. Hahn   A model of the symmetric group $ S_4 $
                                  used as a means of teaching fundamental
                                  algebraic concepts . . . . . . . . . . . 99--111
                   J. B. Harkin   Introducing the geoboard . . . . . . . . 113--118
              J. Vy\vsín   An experience of the Czechoslovakian
                                  experimental center  . . . . . . . . . . 119--123
                      Anonymous   Errata . . . . . . . . . . . . . . . . . 125--125

Educational Studies in Mathematics
Volume 6, Number 2, July, 1975

               Hans Freudenthal   Pupils' achievements internationally
                                  compared --- The IEA . . . . . . . . . . 127--186
                Dietger Heitele   An epistemological view on fundamental
                                  stochastic ideas . . . . . . . . . . . . 187--205
               James J. Roberge   Development of comprehension of logical
                                  connectives in symbolic or verbal form   207--212
               H. N. Jahnke and   
              H. Steinbring and   
                       D. Vogel   Zahlbegriff und Rechenfertigkeit --- zur
                                  Problematik der Entwicklung
                                  wissenschaftlicher Begriffe. (German)
                                  [Numerical concepts and rendering skills
                                  --- on the problem of the development of
                                  scientific terms]  . . . . . . . . . . . 213--252
                      Anonymous   Announcement . . . . . . . . . . . . . . 253--257

Educational Studies in Mathematics
Volume 6, Number 3, November, 1975

             H. J. L. Kamps and   
                 J. H. Van Lint   A comparison of a classical calculus
                                  test with a similar multiple choice test 259--271
                   A. G. Howson   University courses for future teachers   273--292
            D. E. Mackenzie and   
                 J. D. Gray and   
               S. J. Prokhovnik   Large-group lecturing in mathematics . . 293--309
                   Josette Adda   L'incompréhension en mathématiques et les
                                  malentendus. (French) [Misunderstandings
                                  in mathematics and the misunderstood]    311--326
   D. Anxolabéh\`ere and   
             G. Périquet   Approche des mod\`eles mathématiques de
                                  l'évolution des populations par la
                                  simulation d'expériences sur ordinateur.
                                  (French) [Approach of mathematical
                                  models of population evolution by
                                  simulation with computer experiments]    327--338
                  Shlomo Vinner   The naive platonic approach as a
                                  teaching strategy in arithmetics . . . . 339--350
                     John Niman   Graph theory in the elementary school    351--373
             Joseph M. Scandura   How does mathematics learning take
                                  place? . . . . . . . . . . . . . . . . . 375--385
                      Anonymous   Errata . . . . . . . . . . . . . . . . . 387--388

Educational Studies in Mathematics
Volume 6, Number 4, March, 1976

               Maurice Glaymann   Les probabilités \`a l'école élémentaire.
                                  (French) [Probabilities in elementary
                                  school]  . . . . . . . . . . . . . . . . 389--393
                     Floyd Vest   Teaching problem solving as viewed
                                  through a theory of models . . . . . . . 395--408
                 Ramesh Kapadia   Set-theory and logic in school . . . . . 409--413
          Mich\`ele Artigue and   
             Jacqueline Viennot   Quelques reflexions sur l'enseignement
                                  de la numération aux enfants de 7, 8 ou 9
                                  ans. (French) [Some reflections on the
                                  teaching of numeration to children of 7,
                                  8 or 9 years]  . . . . . . . . . . . . . 415--428
                 Pierre Buisson   Évaluation-sondage dans le premier cycle
                                  (12--16 ans). (French) [Assessment
                                  survey in the first cycle (12--16
                                  years)]  . . . . . . . . . . . . . . . . 429--445
             Adele Goldberg and   
                 Patrick Suppes   Computer-assisted instruction in
                                  elementary logic at the university level 447--474
                        M. Otte   Book Review: \booktitleDie didaktischen
                                  systeme von V. V. Davidov/D. B. Elkonin
                                  einerseits und L. V. Zankov andererseits 475--497
                      Anonymous   XVIth International Mathematical
                                  Olympiad . . . . . . . . . . . . . . . . 499--500
                      Anonymous   XVIIth International Mathematical
                                  Olympiad . . . . . . . . . . . . . . . . 501--502


Educational Studies in Mathematics
Volume 7, Number 1--2, July, 1976

                   Josette Adda   Difficultés liées \`a la présentation des
                                  questions mathématiques. (French)
                                  [Difficulties in presenting mathematical
                                  questions] . . . . . . . . . . . . . . . 3--22
                     A. W. Bell   A study of pupils' proof ---
                                  explanations in mathematical situations  23--40
                 Alan J. Bishop   Decision-making, the intervening
                                  variable . . . . . . . . . . . . . . . . 41--47
           Régine Douady   Une expérience \`a Montrouge. (French)
                                  [An experiment at Montrouge] . . . . . . 49--58
                   Arthur Engel   Why does the probabilistic abacus work?  59--69
                 T. J. Fletcher   Nomograms and the foundations of
                                  geometry . . . . . . . . . . . . . . . . 71--82
               Maurice Glaymann   Ou le premier n'est pas toujours premier
                                  \ldots. (French) [Or the first is not
                                  always first \ldots] . . . . . . . . . . 83--88
              Thomas C. O'Brien   Three informal essays  . . . . . . . . . 89--108
                   H. O. Pollak   What industry wants a mathematician to
                                  know and how we want them to know it . . 109--112
                       A. Revuz   Stratégies pour une approche de $ \mathbb
                                  {Z} $. (French) [Strategies for an
                                  approach to $ \mathbb {Z} $] . . . . . . 113--120
       Jaroslav \vSedivý   A note on the role of parameters in
                                  mathematics teaching . . . . . . . . . . 121--126
                     W. Servais   Problématique dans l'apprentissage de la
                                  mathématique. (French) [Problems in the
                                  learning of mathematics] . . . . . . . . 127--137
             Hans Georg Steiner   Finite geometries and non-measurable
                                  voting bodies  . . . . . . . . . . . . . 139--146
                  Stefan Turnau   On a class-room incident . . . . . . . . 147--155
                P. M. Van Hiele   Wie kann man im Mathematikunterricht den
                                  Denkstufen Rechnung tragen?. (German)
                                  [How can one in mathematics teaching
                                  teach thought levels?] . . . . . . . . . 157--169
             Tamás Varga   On primary school teachers' mathematics  171--177
                 Erich Wittmann   Mathematizing around convexity . . . . . 179--184

Educational Studies in Mathematics
Volume 7, Number 3, August, 1976

               Hans Freudenthal   Preface  . . . . . . . . . . . . . . . . 189--190
                      Anonymous   Foreword . . . . . . . . . . . . . . . . 191--192
                      Anonymous   Mathematics education  . . . . . . . . . 193--258
                      Anonymous   Learning to teach  . . . . . . . . . . . 332--350
                      Anonymous   Curriculum development --- A strategy    351--363
                      Anonymous   Publications . . . . . . . . . . . . . . 364--367

Educational Studies in Mathematics
Volume 7, Number 4, December, 1976

                  Pearla Nesher   Three determinants of difficulty in
                                  verbal arithmetic problems . . . . . . . 369--388
           Menahem Finegold and   
                  Shmuel Avital   Enquiry, discovery and research:
                                  Terminology and meaning  . . . . . . . . 389--397
              Shmuel Avital and   
               Rodney T. Hansen   Mathematical induction in the classroom  399--411
                  Shlomo Vinner   The naive concept of definition in
                                  mathematics  . . . . . . . . . . . . . . 413--429
                 H. J. Vollrath   The place of geometry in mathematics
                                  teaching: An analysis of recent
                                  developments . . . . . . . . . . . . . . 431--442
           Emma Castelnuovo and   
                    Daniela and   
            Claudio Gori-Giorgi   La géométrie projective \`a l'école.
                                  (French) [Projection geometry at school] 443--463
                     G. Walther   Balancierte Graphen --- ein Thema für die
                                  didaktische Diskussion zum
                                  Geometrieunterricht. (German) [Balanced
                                  graphs --- a topic for didactic
                                  discussion on teaching of geometry]  . . 465--495
              Claude Comiti and   
     Marie-Rose Guillermard and   
                   Alain Solano   Approche des statistiques en classe de
                                  sixi\`eme: Analyse de résultats sportifs.
                                  (French) [Approach to statistics in
                                  sixth grade: Analysis of sporting
                                  results] . . . . . . . . . . . . . . . . 497--521
                   G. F. Peaker   A commentary from IEA on Dr.
                                  Freudenthal's article in: Educational
                                  Studies in Mathematics, vol. 6, no. 2    523--527
                 H. Freudenthal   Rejoinder  . . . . . . . . . . . . . . . 529--533
                      Anonymous   Erratum  . . . . . . . . . . . . . . . . 535--535


Educational Studies in Mathematics
Volume 8, Number 1, April, 1977

               Hans Freudenthal   Creativity . . . . . . . . . . . . . . . 1--1
               Hans Freudenthal   Bastiaan's experiments on Archimedes'
                                  principle  . . . . . . . . . . . . . . . 3--16
                  Shlomo Vinner   The concept of exponentiation at the
                                  undergraduate level and the definitional
                                  approach . . . . . . . . . . . . . . . . 17--26
                J. Van Dormolen   Learning to understand what giving a
                                  proof really means . . . . . . . . . . . 27--34
     János Surány   ``I have lost the thread completely
                                  \ldots'' . . . . . . . . . . . . . . . . 35--39
               Emma Castelnuovo   L'enseignement des mathématiques.
                                  (French) [The teaching of mathematics]   41--50
                   R. Duval and   
                   F. Pluvinage   Démarches individuelles de réponse en
                                  mathématique. (French) [Individual
                                  responses in mathematics]  . . . . . . . 51--116

Educational Studies in Mathematics
Volume 8, Number 2, August, 1977

                     F. Goffree   Johan --- a teacher training freshman
                                  studying mathematics and didactics . . . 117--152
                   E. Fischbein   Image and concept in learning
                                  mathematics  . . . . . . . . . . . . . . 153--165
               Shlomo Libeskind   A problem solving approach to teaching
                                  mathematics  . . . . . . . . . . . . . . 167--179
                  Claude Comiti   Approche du nombre par des enfants de 6
                                  \`a 7 ans. (French) [Number Approach by
                                  Children aged 6--7]  . . . . . . . . . . 181--198
                 Ramesh Kapadia   Curriculum development: Practice and
                                  theory . . . . . . . . . . . . . . . . . 199--210
          Hans-Joachim Vollrath   The understanding of similarity and
                                  shape in classifying tasks . . . . . . . 211--224
                Murad E. Jurdak   Structural and linguistic variables in
                                  selected inference patterns for
                                  bilinguals in grades six to ten  . . . . 225--238
                      Anonymous   Announcements  . . . . . . . . . . . . . 239--240

Educational Studies in Mathematics
Volume 8, Number 3, October, 1977

                 Jacques Nimier   Mathématique et affectivité. (French)
                                  [Mathematics and affectivity]  . . . . . 241--250
              Pearla Nesher and   
                  Tamar Katriel   A semantic analysis of addition and
                                  subtraction word problems in arithmetic  251--269
              Dieter Lunkenbein   Rationalising teaching interventions ---
                                  A working model of a process of research
                                  in mathematics teaching  . . . . . . . . 271--293
         J. Michael Shaughnessy   Misconceptions of probability: An
                                  experiment with a small-group,
                                  activity-based, model building approach
                                  to introductory probability at the
                                  college level  . . . . . . . . . . . . . 295--316
              Adolf Af Ekenstam   On children's quantitative understanding
                                  of numbers . . . . . . . . . . . . . . . 317--332
                     J. Grossel   Recherche sur les difficultés occasionnées
                                  chez les étudiants par les notations avec
                                  indices et par le signe `$ \Sigma $' en
                                  mathématiques. (French) [Research on the
                                  difficulties experienced by students in
                                  notation with indices and by the sign `$
                                  \Sigma $' in mathematics]  . . . . . . . 333--357
           Robert B. Wenger and   
              Charles R. Rhyner   A problem-oriented mathematical
                                  optimization course  . . . . . . . . . . 359--368

Educational Studies in Mathematics
Volume 8, Number 4, December, 1977

                 H. Freudenthal   Teacher training --- An experimental
                                  philosophy . . . . . . . . . . . . . . . 369--376
                      Iowo-Team   Eleven minutes group work --- A
                                  transcript . . . . . . . . . . . . . . . 377--389
                 Nathan Hoffman   The teaching and learning of basic
                                  number facts . . . . . . . . . . . . . . 391--398
           K. Bognár and   
                      T. Nemetz   On the teaching of probability at
                                  secondary level  . . . . . . . . . . . . 399--404
              Thomas C. O'Brien   Implications of Piagetian research for
                                  teachers of teachers and teachers of
                                  children . . . . . . . . . . . . . . . . 405--412
                    Nitsa Hadar   Children's conditional reasoning . . . . 413--438
                       Uwe Beck   Auslaufvorgänge aus Wasserbehältern ---
                                  eine anwendungsorientierte Einführung in
                                  die Analysis. (German) [Outflow
                                  processes from water reservoirs --- an
                                  application-oriented introduction to
                                  analysis]  . . . . . . . . . . . . . . . 439--460
                    Frank Swetz   The `open-door' policy and the reform of
                                  mathematics education in the People's
                                  Republic of China  . . . . . . . . . . . 461--478
                 Norbert Knoche   On the indicative value of the classical
                                  goodness criteria of reliability and
                                  validity . . . . . . . . . . . . . . . . 479--508
                      Anonymous   XVIIIth International Mathematical
                                  Olympiad (IMO) . . . . . . . . . . . . . 509--510
                      Anonymous   XIXth International Mathematical
                                  Olympiad (IMO) . . . . . . . . . . . . . 511--512


Educational Studies in Mathematics
Volume 9, Number 1, February, 1978

               Hans Freudenthal   Address to the First Conference of
                                  I.G.P.M.E. (International Group for the
                                  Psychology of Mathematical Education),
                                  at Utrecht 29 August 1977  . . . . . . . 1--5
                       A. Abele   The usage of graphs in solving
                                  mathematical problems  . . . . . . . . . 7--15
               Annie Bessot and   
                  Claude Comiti   Une étude sur l'approche du nombre par
                                  l'él\`eve du cours préparatoire. (French)
                                  [A study of the pupil's approach in the
                                  preparatory course]  . . . . . . . . . . 17--39
                     C. Laborde   Relations arithmétiques --- aspect
                                  statique --- aspect dynamique. (French)
                                  [Arithmetical relations --- static
                                  aspect --- dynamic aspect] . . . . . . . 41--50
                Leen Streefland   Some observational results concerning
                                  the mental constitution of the concept
                                  of fraction  . . . . . . . . . . . . . . 51--73
                 Hans Ter Heege   Testing the maturity for learning the
                                  algorithm of multiplication  . . . . . . 75--83
                      Anonymous   Five plus four minutes class instruction
                                  --- a transcript . . . . . . . . . . . . 85--95
                   N. Hadar and   
                      L. Henkin   Children's conditional reasoning. Part
                                  II: Towards a reliable test of
                                  conditional reasoning ability  . . . . . 97--114
                       N. Hadar   Children's conditional reasoning. Part
                                  III: A design for research on children's
                                  learning of conditional reasoning and
                                  research findings  . . . . . . . . . . . 115--140
                      Anonymous   Announcements  . . . . . . . . . . . . . 141--142

Educational Studies in Mathematics
Volume 9, Number 2, May, 1978

               Hans Freudenthal   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation  . . . . . . . . . . . . . . 143--145
                  A. L. Blakers   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation Australia  . . . . . . . . . 147--158
              S. M. Sharfunddin   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation Bangladesh . . . . . . . . . 159--170
                       A. Revuz   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation France . . . . . . . . . . . 171--181
                   A. G. Howson   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation Great Britain  . . . . . . . 183--223
        Mária Halmos and   
             Tamás Varga   Change in mathematics education since
                                  the late 1950's --- ideas and
                                  realisation Hungary  . . . . . . . . . . 225--244
                    J. N. Kapur   Change in mathematical education since
                                  the late 1950's --- ideas and
                                  realisation India  . . . . . . . . . . . 245--253
              Badiollah Rostami   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Iran . . . . . . . . . . . . 255--260

Educational Studies in Mathematics
Volume 9, Number 3, August, 1978

               Hans Freudenthal   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation The Netherlands  . . . . . . 261--270
              R. Ogbonna Ohuche   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Nigeria  . . . . . . . . . . 271--281
             Aniela Ehrenfeucht   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Poland . . . . . . . . . . . 283--295
                    A. Williams   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Sierra Leone . . . . . . . . 297--302
              A. J. Gunawardena   Changes in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Sri Lanka  . . . . . . . . . 303--316
                     M. El Sawi   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Sudan  . . . . . . . . . . . 317--330
                 Orasri Purakam   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation Thailand . . . . . . . . . . 331--337
                   James T. Fey   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation U.S.A. . . . . . . . . . . . 339--353
                   B. J. Wilson   Change in mathematics education since
                                  the late 1950's --- Ideas and
                                  realisation West Indies  . . . . . . . . 355--379

Educational Studies in Mathematics
Volume 9, Number 4, November, 1978

                A. Vidal-Madjar   Teaching mathematics and statistics to
                                  adults who are keen on psychology  . . . 381--390
           Stephen I. Brown and   
               Gerald R. Rising   One third Cherokee: Problem solving,
                                  teaching, and intuition  . . . . . . . . 391--409
                I. D. MacDonald   Insight and intuition in mathematics . . 411--420
                Brian Griffiths   Some comments on Macdonald's paper . . . 421--427
              Shmuel Avital and   
               Shlomo Libeskind   Mathematical induction in the classroom:
                                  Didactical and mathematical issues . . . 429--438
              M. Vandewiele and   
                     W. D'Hondt   Quelques difficultés en mathématique et
                                  leur perception par les él\`eves en
                                  classe de troisi\`eme dans
                                  l'enseignement secondaire \`a Dakar.
                                  (French) [Some difficulties in
                                  mathematics and their perception by
                                  pupils in third grade in secondary
                                  education in Dakar]  . . . . . . . . . . 439--460
               Dominique Pastre   Observation du mathématicien: Aide \`a
                                  l'enseignement et \`a la démonstration
                                  automatique de théor\`emes. (French)
                                  [Observation of the mathematician: Aid
                                  for teaching and the automatic
                                  demonstration of theorems] . . . . . . . 461--502
               Hans Freudenthal   Acknowledgment . . . . . . . . . . . . . 503--504
                      Anonymous   Tribute  . . . . . . . . . . . . . . . . 504--504
                      Anonymous   XXth International mathematical Olympiad
                                  (IMO)  . . . . . . . . . . . . . . . . . 505--506


Educational Studies in Mathematics
Volume 10, Number 1, February, 1979

                    Alan Bishop   Editorial statement  . . . . . . . . . . 1--1
               E. Fischbein and   
                  D. Tirosh and   
                        P. Hess   The intuition of infinity  . . . . . . . 3--40
       Adolf A. F. Ekenstam and   
                Margita Nilsson   A new approach to the assessment of
                                  children's mathematical competence . . . 41--66
               Hans Freudenthal   Rings and string . . . . . . . . . . . . 67--70
             B. V. Gnedenko and   
                      Z. Khalil   The mathematical education of engineers  71--83
               David S. Fielker   Strategies for teaching geometry to
                                  younger children . . . . . . . . . . . . 85--133

Educational Studies in Mathematics
Volume 10, Number 2, May, 1979

                 Alan J. Bishop   Visualising and mathematics in a
                                  pre-technological culture  . . . . . . . 135--146
           Emma Castelnuovo and   
        Daniela Gori-Giorgi and   
            Claudio Gori-Giorgi   Le lancement des projectiles. (French)
                                  [The launch of projectiles]  . . . . . . 147--159
               J. L. Austin and   
                   A. G. Howson   Language and mathematical education  . . 161--197
              M. Vandewiele and   
                     W. D'Hondt   La perception de quelques difficultés en
                                  mathématiques par les professeurs en
                                  classe de troisi\`eme dans
                                  l'enseignement secondaire au Sénégal.
                                  (French) [The perception of some
                                  difficulties in mathematics by
                                  third-grade teachers in secondary
                                  education in Senegal]  . . . . . . . . . 199--225
              Johnston Anderson   Objective testing in elementary analysis 227--243
               F. Lowenthal and   
                      R. Severs   Langage, jeu et activité mathématique.
                                  (French) [Language, game and
                                  mathematical activity] . . . . . . . . . 245--262
         Gérard Vergnaud   The acquisition of arithmetical concepts 263--274

Educational Studies in Mathematics
Volume 10, Number 3, August, 1979

               Hans Freudenthal   Ways to report on empirical research in
                                  education  . . . . . . . . . . . . . . . 275--303
           M. A. (Ken) Clements   Sex differences in mathematical
                                  performance: An historical perspective   305--322
             E. Castelnuovo and   
             D. Gori-Giorgi and   
                 C. Gori-Giorgi   Coniques et gravitation universelle.
                                  (French) [Conics and universal
                                  gravitation] . . . . . . . . . . . . . . 323--359
                     A. W. Bell   The learning of process aspects of
                                  mathematics  . . . . . . . . . . . . . . 361--387

Educational Studies in Mathematics
Volume 10, Number 4, November, 1979

              Elizabeth Fennema   Women and girls in mathematics ---
                                  Equity in mathematics education  . . . . 389--401
          Jan Van Den Brink and   
                Leen Streefland   Young children (6--8)-ratio and
                                  proportion . . . . . . . . . . . . . . . 403--420
                   M. Sueur and   
             J.-P. Lamarche and   
                      P. Marthe   Locutions inductrices et distractrices:
                                  `de plus que', `de moins que'. (French)
                                  [Inductive and distracting dispositions:
                                  `more than',`less than'] . . . . . . . . 421--434
                Frank Swetz and   
                   Ying-King Yu   Mathematical olympiads in the People's
                                  Republic of China  . . . . . . . . . . . 435--442
                   F. Pluvinage   Loto-questionnaires (pour l'évaluation et
                                  l'auto-contrôle en mathématiques).
                                  (French) [Loto-questionnaires (for
                                  evaluation and self-checking in
                                  mathematics)]  . . . . . . . . . . . . . 443--485


Educational Studies in Mathematics
Volume 11, Number 1, February, 1980

           M. A. (Ken) Clements   Analyzing children's errors on written
                                  mathematical tasks . . . . . . . . . . . 1--21
            Heinrich Bauersfeld   Hidden dimensions in the so-called
                                  reality of a mathematics classroom . . . 23--41
                   Leone Burton   The teaching of mathematics to young
                                  children using a problem solving
                                  approach . . . . . . . . . . . . . . . . 43--58
               Peter Bender and   
               Alfred Schreiber   The principle of operative concept
                                  formation in geometry teaching . . . . . 59--90
                   N. Balacheff   Une étude, \`a l'aide de graphes, de
                                  démonstrations mathématiques formulées par
                                  des él\`eves. (French) [A study, using
                                  graphs, of mathematical demonstrations
                                  formulated by pupils]  . . . . . . . . . 91--111
               David N. Burghes   Mathematical modelling: A positive
                                  direction for the teaching of
                                  applications of mathematics at school    113--131
                      Anonymous   Announcements  . . . . . . . . . . . . . 133--135

Educational Studies in Mathematics
Volume 11, Number 2, May, 1980

                 David Kent and   
                   Keith Hedger   Growing tall . . . . . . . . . . . . . . 137--179
                  Ruma Falk and   
               Raphael Falk and   
                     Iris Levin   A potential for learning probability in
                                  young children . . . . . . . . . . . . . 181--204
          Michael C. Mitchelmor   Three-dimensional geometrical drawing in
                                  three cultures . . . . . . . . . . . . . 205--216
                Gerald Noelting   The development of proportional
                                  reasoning and the ratio concept. Part I
                                  --- Differentiation of stages  . . . . . 217--253
                      Anonymous   Announcements  . . . . . . . . . . . . . 255--256

Educational Studies in Mathematics
Volume 11, Number 3, August, 1980

                 Alan J. Bishop   Spatial abilities and mathematics
                                  education --- A review . . . . . . . . . 257--269
                     David Tall   The notion of infinite measuring number
                                  and its relevance in the intuition of
                                  infinity . . . . . . . . . . . . . . . . 271--284
                   A. G. Howson   Socialist mathematics education: Does it
                                  exist? . . . . . . . . . . . . . . . . . 285--299
                  Claude Comiti   Les premi\`eres acquisitions de la
                                  notion de nombre par l'enfant. (French)
                                  [The first acquisitions of the notion of
                                  number by the child] . . . . . . . . . . 301--318
                    Ivan Watson   Investigating errors of beginning
                                  mathematicians . . . . . . . . . . . . . 319--329
                Gerald Noelting   The development of proportional
                                  reasoning and the ratio concept. Part II
                                  --- problem-structure at successive
                                  stages; problem-solving strategies and
                                  the mechanism of adaptive restructuring  331--363

Educational Studies in Mathematics
Volume 11, Number 4, November, 1980

           William H. Brock and   
               Michael H. Price   Squared paper in the nineteenth century:
                                  Instrument of science and engineering,
                                  and symbol of reform in mathematical
                                  education  . . . . . . . . . . . . . . . 365--381
                 Erich Wittmann   `Discrete analysis' --- An approach to
                                  fundamental ideas of analysis  . . . . . 383--392
                  Stefan Turnau   The mathematical textbook for young
                                  students . . . . . . . . . . . . . . . . 393--410
                    Gilah Leder   Bright girls, mathematics and fear of
                                  success  . . . . . . . . . . . . . . . . 411--422
                Diane Resek and   
              William H. Rupley   Combatting `mathophobia' with a
                                  conceptual approach toward mathematics   423--441
                 Ramesh Kapadia   Developments in statistical education    443--461
                Jerry P. Becker   1978 Mathematics olympiads in the
                                  People's Republic of China . . . . . . . 463--478
                  Helen Adi and   
             Robert Karplus and   
                Anton E. Lawson   Conditional logic abilities on the
                                  four-card problem: Assessment of
                                  behavioral and reasoning performances    479--496
                      Anonymous   Notice . . . . . . . . . . . . . . . . . 497--497


Educational Studies in Mathematics
Volume 12, Number 1, February, 1981

                P. L. Galbraith   Aspects of proving: A clinical
                                  investigation of process . . . . . . . . 1--28
                Lesley R. Booth   Child-methods in secondary mathematics   29--41
                    S. L. Kemme   References of speech acts as
                                  characteristics of mathematical
                                  classroom conversation . . . . . . . . . 43--58
                Raymond A. Zepp   Relationships between mathematics
                                  achievement and various English language
                                  proficiencies  . . . . . . . . . . . . . 59--70
                 Klaus Hasemann   On difficulties with fractions . . . . . 71--87
                      F. Royoux   Sur l'enseignement de la relation
                                  transitive \`a l'école élémentaire.
                                  (French) [On the teaching of the
                                  transitive relation in the elementary
                                  school]  . . . . . . . . . . . . . . . . 89--111
                 Claude Janvier   Use of situations in mathematics
                                  education  . . . . . . . . . . . . . . . 113--122
                 Bryan Lang and   
                    Peter Ruane   Geometry in English secondary schools    123--132

Educational Studies in Mathematics
Volume 12, Number 2, May, 1981

               Hans Freudenthal   Major problems of mathematics education  133--150
                 David Tall and   
                  Shlomo Vinner   Concept image and concept definition in
                                  mathematics with particular reference to
                                  limits and continuity  . . . . . . . . . 151--169
                        Ron Hoz   The effects of rigidity on school
                                  geometry learning  . . . . . . . . . . . 171--190
               A. Pollatsek and   
                    S. Lima and   
                     A. D. Well   Concept or computation: Students'
                                  understanding of the mean  . . . . . . . 191--204
                        K. Hart   Hierarchies in mathematics education . . 205--218
                    M. Holcombe   The role of automata and machine theory
                                  in school and college mathematics
                                  syllabuses . . . . . . . . . . . . . . . 219--234
                   Richard Lesh   Applied mathematical problem solving . . 235--264
                      Anonymous   Preliminary announcement . . . . . . . . 265--265
                      Anonymous   Cultural contexts of science and
                                  mathematics education  . . . . . . . . . 266--266

Educational Studies in Mathematics
Volume 12, Number 3, August, 1981

                  Glen Lean and   
           M. A. (Ken) Clements   Spatial ability, visual imagery, and
                                  mathematical performance . . . . . . . . 267--299
         Dietmar Küchemann   Cognitive demand of secondary school
                                  mathematics items  . . . . . . . . . . . 301--316
                 Carolyn Kieran   Concepts associated with the equality
                                  symbol . . . . . . . . . . . . . . . . . 317--326
                 Julia Matthews   An investigation into subtraction  . . . 327--338
                      John Head   Personality and the learning of
                                  mathematics  . . . . . . . . . . . . . . 339--350
             Stieg Mellin-Olsen   Instrumentalism as an educational
                                  concept  . . . . . . . . . . . . . . . . 351--367
                   Keith Austin   Busprongs  . . . . . . . . . . . . . . . 369--371
                    K. E. Hirst   Undergraduate investigations in
                                  mathematics  . . . . . . . . . . . . . . 373--387
                 Erich Wittmann   The complementary roles of intuitive and
                                  reflective thinking in mathematics
                                  teaching . . . . . . . . . . . . . . . . 389--397

Educational Studies in Mathematics
Volume 12, Number 4, November, 1981

                  Alan Bell and   
               Malcolm Swan and   
                  Glenda Taylor   Choice of operation in verbal problems
                                  with decimal numbers . . . . . . . . . . 399--420
                 James A. Levin   Estimation techniques for arithmetic:
                                  Everyday math and mathematics
                                  instruction  . . . . . . . . . . . . . . 421--434
                   N. Hadar and   
                      R. Hadass   The road to solving a combinatorial
                                  problem is strewn with pitfalls  . . . . 435--443
                 David F. Lancy   The indigenous mathematics project: An
                                  overview . . . . . . . . . . . . . . . . 445--453
                  Paulus Gerdes   Changing mathematics education in
                                  Mozambique . . . . . . . . . . . . . . . 455--477
                     Sam O. Ale   Difficulties facing mathematics teachers
                                  in developing countries --- A case study
                                  of Nigeria . . . . . . . . . . . . . . . 479--489
               E. Fischbein and   
                  D. Tirosh and   
                     U. Melamed   Is it possible to measure the intuitive
                                  acceptance of a mathematical statement?  491--512
                      Anonymous   Announcement . . . . . . . . . . . . . . 513--513


Educational Studies in Mathematics
Volume 13, Number 1, February, 1982

             Jenz Holger Lorenz   On some psychological aspects of
                                  mathematics achievement assessment and
                                  classroom interaction  . . . . . . . . . 1--19
                   Josette Adda   L'observation de classes et le paradoxe
                                  de l'observateur. (French) [Class
                                  Observation and Observer Paradox]  . . . 21--32
             Nadine Bednarz and   
             Bernadette Janvier   The understanding of numeration in
                                  primary school . . . . . . . . . . . . . 33--57
                  A. Bessot and   
                      C. Comiti   Appropriation des propriétés ordinales du
                                  nombre par l'él\`eve du cours
                                  préparatoire. (French) [Appropriation of
                                  the ordinal properties of number by the
                                  pupil in the preparatory course] . . . . 59--88
                P. L. Galbraith   The mathematical vitality of secondary
                                  mathematics graduates and prospective
                                  teachers: A comparative study  . . . . . 89--112
                 Erich Wittmann   Book review  . . . . . . . . . . . . . . 113--116
                      Anonymous   Announcement . . . . . . . . . . . . . . 117--118

Educational Studies in Mathematics
Volume 13, Number 2, May, 1982

                      Ian Darke   A review of research related to the
                                  topological primacy thesis . . . . . . . 119--142
                 Twila Slesnick   Algorithmic skill vs. conceptual
                                  understanding  . . . . . . . . . . . . . 143--154
          Mich\`ele Artigue and   
             Jacqueline Robinet   Numération a l'école élémentaire. (French)   155--175
           P. Teule-Sensacq and   
                     G. Vinrich   Résolution de probl\`emes de division au
                                  cycle élémentaire dans deux types de
                                  situations didactiques. (French)
                                  [Solving division problems at the
                                  elementary cycle in two types of
                                  teaching situations] . . . . . . . . . . 177--203
                Raymond A. Zepp   Bilinguals' understanding of logical
                                  connectives in English and Sesotho . . . 205--221
               Peter Hilton and   
           Hans Freudenthal and   
                W. Dörfler   Book review  . . . . . . . . . . . . . . 223--232

Educational Studies in Mathematics
Volume 13, Number 3, August, 1982

                Leen Streefland   Subtracting fractions with different
                                  denominators . . . . . . . . . . . . . . 233--255
               Christine Keitel   Curriculum variables, theory and goals:
                                  A comment on Begle's Critical Variables
                                  in Mathematics Education . . . . . . . . 257--267
                 Peter L. Jones   Learning mathematics in a second
                                  language: A problem with more and less   269--287
                 Graciela Bicco   Les premi\`eres acquisitions de la
                                  notion de fonction linéaire chez l'enfant
                                  de 7 \`a 11 ans. (French) [The first
                                  acquisitions of the notion of linear
                                  function in the child of 7 to 11 years]  289--327
              James Hiebert and   
            Thomas P. Carpenter   Piagetian tasks as readiness measures in
                                  mathematics instruction: A critical
                                  review . . . . . . . . . . . . . . . . . 329--345
              Dieter Lunkenbein   Book review  . . . . . . . . . . . . . . 347--348

Educational Studies in Mathematics
Volume 13, Number 4, November, 1982

                   Celia Hoyles   The pupil's view of mathematics learning 349--372
                  P. Nesher and   
               J. G. Greeno and   
                    M. S. Riley   The development of semantic categories
                                  for addition and subtraction . . . . . . 373--394
               Hans Freudenthal   Fiabilité, validité et pertinence ---
                                  crit\`eres de la recherche sur
                                  l'enseignement de la mathématique.
                                  (French) [Reliability, Validity, and
                                  Relevance --- Criteria for Research in
                                  Mathematics Education] . . . . . . . . . 395--408
                 Bernard Dumont   L'influence du `décor' et du langage dans
                                  des épreuves de type `logique' portant
                                  apparemment sur l'implication. (French)
                                  [The influence of `decor' and language
                                  in `logic' type tests apparently
                                  involving implication] . . . . . . . . . 409--429
        Donald R. Kerr, Jr. and   
           Frank K. Lester, Jr.   A new look at the professional training
                                  of secondary school mathematics teachers 431--441
           Hans Freudenthal and   
                  N. Knoche and   
                Ian Stewart and   
                 Frank J. Swetz   Book reviews . . . . . . . . . . . . . . 443--448
                      Anonymous   Announcement . . . . . . . . . . . . . . 449--449


Educational Studies in Mathematics
Volume 14, Number 1, February, 1983

                       A. Orton   Students' understanding of integration   1--18
                 Saburoh Minato   Some mathematical attitudinal data on
                                  eighth grade students in Japan measured
                                  by a semantic differential . . . . . . . 19--38
             Frank J. Swetz and   
                  Albert Y. Chi   Mathematics entrance examinations in
                                  Chinese institutions of higher education 39--54
            T. P. Carpenter and   
                 J. Hiebert and   
                    J. M. Moser   The effect of instruction on children's
                                  solutions of addition and subtraction
                                  word problems  . . . . . . . . . . . . . 55--72
              I. F. Svenson and   
             J. A. Lawrence and   
                   S. G. Willis   Distance university students' processing
                                  of mathematics exercises . . . . . . . . 73--85
              Hans Niels Jahnke   Technology and education: The example of
                                  the computer . . . . . . . . . . . . . . 87--100
               M. Borovcnik and   
                 R. Fischer and   
                     G. Glaeser   Book reviews . . . . . . . . . . . . . . 101--105
                      Anonymous   Announcement . . . . . . . . . . . . . . 107--107

Educational Studies in Mathematics
Volume 14, Number 2, May, 1983

               Leslie P. Steffe   Children's algorithms as schemes . . . . 109--125
           Miriam A. D. Wolters   The part--whole schema and artithmetical
                                  problems . . . . . . . . . . . . . . . . 127--138
                 Julia Matthews   A subtraction experiment with six and
                                  seven year old children  . . . . . . . . 139--154
                Gerard Audibert   Processus de recherche d'un probl\`eme
                                  de géometrie chez l'él\`eve de
                                  l'enseignement secondaire. (French)
                                  [Process of research of a geometry
                                  problem in secondary-education pupils]   155--181
            Randall J. Souviney   Mathematics achievement, language and
                                  cognitive development: Classroom
                                  practices in Papua New Guinea  . . . . . 183--212
                 G. Glaeser and   
              Joop Van Dormolen   Book Review  . . . . . . . . . . . . . . 213--215

Educational Studies in Mathematics
Volume 14, Number 3, August, 1983

             Robert Karplus and   
               Steven Pulos and   
             Elizabeth K. Stage   Early adolescents' proportional
                                  reasoning on `rate' problems . . . . . . 219--233
                       A. Orton   Students' understanding of
                                  differentiation  . . . . . . . . . . . . 235--250
         Spyros P. Kalomitsines   Two methods for solving problems . . . . 251--274
                   G. Trelinski   Spontaneous mathematization of
                                  situations outside mathematics . . . . . 275--284
               Wilhelm Schipper   The topological primacy thesis: Genetic
                                  and didactic aspects . . . . . . . . . . 285--296
                H. B. Griffiths   Simplification and complexity in
                                  mathematics education  . . . . . . . . . 297--317
               Richard Lesh and   
                     G. Walther   Book Reviews . . . . . . . . . . . . . . 319--322
                      Anonymous   Announcement . . . . . . . . . . . . . . 323--323
                      Anonymous   Announcement . . . . . . . . . . . . . . 324--324

Educational Studies in Mathematics
Volume 14, Number 4, November, 1983

                     Lloyd Dawe   Bilingualism and mathematical reasoning
                                  in English as a second language  . . . . 325--353
                Philip Clarkson   Types of errors made by Papua New
                                  Guinean students . . . . . . . . . . . . 355--367
           Adolf Afekenstam and   
                    Karl Greger   Some aspects of children's ability to
                                  solve mathematical problems  . . . . . . 369--384
                  Raymond Duval   L'obstacle du dédoublement des objets
                                  mathématiques. (French) [The obstacle of
                                  the duplication of mathematical objects] 385--414
             Zemira R. Mevarech   A deep structure model of students'
                                  statistical misconceptions . . . . . . . 415--429
                 G. Schrage and   
                Curtis McKnight   Book reviews . . . . . . . . . . . . . . 431--433
                      Anonymous   Announcement . . . . . . . . . . . . . . 434--434


Educational Studies in Mathematics
Volume 15, Number 1, February, 1984

               E. Fischbein and   
                       A. Gazit   Does the teaching of probability improve
                                  probabilistic intuitions?  . . . . . . . 1--24
                 Erich Wittmann   Teaching units as the integrating core
                                  of mathematics education . . . . . . . . 25--36
                Jean-Guy Dubois   Une systématique des configurations
                                  combinatoires simples. (French) [A
                                  system of simple combinatorial
                                  configurations]  . . . . . . . . . . . . 37--57
                     A. Edwards   Computational estimation for numeracy    59--73
                   A. G. Howson   Seventy five years of the International
                                  Commission on Mathematical Instruction   75--93
           Siegbert Schmidt and   
                 T. J. Fletcher   Book reviews . . . . . . . . . . . . . . 95--102
                      Anonymous   Announcements  . . . . . . . . . . . . . 103--104

Educational Studies in Mathematics
Volume 15, Number 2, May, 1984

         Alba Gonzalez Thompson   The relationship of teachers'
                                  conceptions of mathematics and
                                  mathematics teaching to instructional
                                  practice . . . . . . . . . . . . . . . . 105--127
                  Alan Bell and   
           Efraim Fischbein and   
                    Brian Greer   Choice of operation in verbal arithmetic
                                  problems: the effects of number size,
                                  problem structure and context  . . . . . 129--147
                  Paulus Gerdes   The first mathematics olympiads in
                                  Mozambique . . . . . . . . . . . . . . . 149--172
                    Paul Ernest   Mathematical induction: A pedagogical
                                  discussion . . . . . . . . . . . . . . . 173--189
                      Anonymous   Conic sections in the sky and on the
                                  earth  . . . . . . . . . . . . . . . . . 191--210
                      Anonymous   Announcement . . . . . . . . . . . . . . 211--211

Educational Studies in Mathematics
Volume 15, Number 3, August, 1984

           M. A. (Ken) Clements   Terence Tao  . . . . . . . . . . . . . . 213--238
            F. J. Van Den Brink   Numbers in contextual frameworks . . . . 239--257
               Victor Byers and   
              Stanley Erlwanger   Content and form in mathematics  . . . . 259--275
                 John Mason and   
                     David Pimm   Generic examples: Seeing the general in
                                  the particular . . . . . . . . . . . . . 277--289
            H. B. Griffiths and   
                   R. R. McLone   A critical analysis of university
                                  examinations in mathematics  . . . . . . 291--311
             Saburoh Minato and   
                Shyoichi Yanase   On the relationship between students
                                  attitudes towards school mathematics and
                                  their levels of intelligence . . . . . . 313--320
             Erkki Pehkonen and   
                    C. A. Brown   Book reviews . . . . . . . . . . . . . . 321--323

Educational Studies in Mathematics
Volume 15, Number 4, November, 1984

                Leen Streefland   Search for the roots of ratio: Some
                                  thoughts on the long term learning
                                  process (towards \ldots a theory)  . . . 327--348
            Anne S. Hawkins and   
                 Ramesh Kapadia   Children's conceptions of probability
                                  --- A psychological and pedagogical
                                  review . . . . . . . . . . . . . . . . . 349--377
              Zbigniew Semadeni   A principle of concretization permanence
                                  for the formation of arithmetical
                                  concepts . . . . . . . . . . . . . . . . 379--395
                    Paul Ernest   The CXC mathematics examination: A
                                  Caribbean innovation in assessment . . . 397--412
                P. Clarkson and   
                    G. C. Leder   Causal attributions for success and
                                  failure in mathematics: A cross cultural
                                  perspective  . . . . . . . . . . . . . . 413--422
            H. B. Griffiths and   
                   R. R. McLone   A critical analysis of university
                                  examinations in mathematics  . . . . . . 423--442
            Heinrich Winter and   
                 Alan J. Bishop   Book reviews . . . . . . . . . . . . . . 443--446
                      Anonymous   Preliminary announcement . . . . . . . . 447--447


Educational Studies in Mathematics
Volume 16, Number 1, February, 1985

                      Anonymous   Editorial announcement . . . . . . . . . iv--iv
              Jeremy Kilpatrick   Reflection and recursion . . . . . . . . 1--26
               Nurit Zehavi and   
          Maxim Bruckheimer and   
                   Ruth Ben-Zvi   Qualitative evaluation of mathematical
                                  activity and its relation to effective
                                  guidance . . . . . . . . . . . . . . . . 27--40
         Barbara Rabijewska and   
             Mieczys\law Tr\kad   A mathematical camp for bright pupils    41--57
                   Uri Fidelman   Hemispheric basis for schools in
                                  mathematics  . . . . . . . . . . . . . . 59--74
                Leen Streefland   Search for the roots of ratio: Some
                                  thoughts on the long term learning
                                  process (towards \ldots a theory)  . . . 75--94
                    M. Otte and   
                  W. Zawadowski   Creativity . . . . . . . . . . . . . . . 95--97
              E. B. C. Thornton   Between behaviour and neurology  . . . . 98--101
                     A. W. Bell   Book review  . . . . . . . . . . . . . . 103--110

Educational Studies in Mathematics
Volume 16, Number 2, May, 1985

                      Paul Cobb   Two children's anticipations, beliefs,
                                  and motivations  . . . . . . . . . . . . 111--126
                   Dudley Blane   A longitudinal study of children's
                                  school mobility and attainment in
                                  mathematics  . . . . . . . . . . . . . . 127--142
          Renan Samurçay   Signification et fonctionnement du
                                  concept de variable informatique chez
                                  des él\`eves debutants. (French) [Meaning
                                  and functioning of the computer variable
                                  concept in early students] . . . . . . . 143--161
                    Rolf Hedren   The hand-held calculator at the
                                  intermediate level . . . . . . . . . . . 163--179
Françoise Tourniaire and   
                   Steven Pulos   Proportional reasoning: A review of the
                                  literature . . . . . . . . . . . . . . . 181--204
                   Celia Hoyles   What is the point of group discussion in
                                  mathematics? . . . . . . . . . . . . . . 205--214
                Safder Alladina   Second language teaching through maths
                                  --- learning maths through a second
                                  language . . . . . . . . . . . . . . . . 215--219
                    A. Rogerson   MISP --- the Mathematics in Society
                                  Project  . . . . . . . . . . . . . . . . 220--221
                 Zalman Usiskin   Didactical Phenomenology of Mathematical
                                  Structures . . . . . . . . . . . . . . . 223--228
                      Anonymous   Announcement . . . . . . . . . . . . . . 229--229

Educational Studies in Mathematics
Volume 16, Number 3, August, 1985

                   David Clarke   The impact of secondary schooling and
                                  secondary mathematics on student
                                  mathematical behaviour . . . . . . . . . 231--257
               Victor Byers and   
              Stanley Erlwanger   Memory in mathematical understanding . . 259--281
                 Sylvette Maury   Influence de la question dans une épreuve
                                  relative \`a la notion d'indépendance.
                                  (French) [Influence of the question in a
                                  test relating to the notion of
                                  independence]  . . . . . . . . . . . . . 283--301
              Fennema Elizabeth   Explaining sex-related differences in
                                  mathematics: Theoretical models  . . . . 303--303
          Elizabeth Fennema and   
            Herbert Walberg and   
                   Cora Marrett   Introduction . . . . . . . . . . . . . . 303--304
                    Gilah Leder   Sex-related differences in mathematics:
                                  An overview  . . . . . . . . . . . . . . 304--309
          Elizabeth Fennema and   
           Penelope L. Peterson   Autonomous learning behavior: A possible
                                  explanation of sex-related differences
                                  in mathematics . . . . . . . . . . . . . 309--311
             Jacquelynne Eccles   Model of students' mathematics
                                  enrollment decisions . . . . . . . . . . 311--314
                David R. Maines   Preliminary notes on a theory of
                                  informal barriers for women in
                                  mathematics  . . . . . . . . . . . . . . 314--320
                      Uri Leron   A direct approach to indirect proofs . . 321--325
            E. Ch. Wittmann and   
           Douglas Quadling and   
             G. Törner and   
                 J. H. Van Lint   Book reviews . . . . . . . . . . . . . . 327--334

Educational Studies in Mathematics
Volume 16, Number 4, November, 1985

                    Alan Bishop   Editorial statement  . . . . . . . . . . 335--335
                  Ole Skovsmose   Mathematical education versus critical
                                  education  . . . . . . . . . . . . . . . 337--354
                   Jack A. Hope   Unravelling the mysteries of expert
                                  mental calculation . . . . . . . . . . . 355--374
                 Hans Ter Heege   The acquisition of basic multiplication
                                  skills . . . . . . . . . . . . . . . . . 375--388
                D. Ben-Haim and   
                  G. Lappan and   
                   R. T. Houang   Visualizing rectangular solids made of
                                  small cubes: Analyzing and effecting
                                  students' performance  . . . . . . . . . 389--409
                    Paul Ernest   The number line as a teaching aid  . . . 411--424
                    T. Patronis   Convexity and shortest road  . . . . . . 425--430
               Kathryn Crawford   Book Review  . . . . . . . . . . . . . . 431--433
                      Anonymous   Announcement . . . . . . . . . . . . . . 434--434


Educational Studies in Mathematics
Volume 17, Number 1, February, 1986

                J. W. McQualter   Becoming a mathematics teacher: The use
                                  of personal construct theory . . . . . . 1--14
                  B. Denvir and   
                       M. Brown   Understanding of number concepts in low
                                  attaining 7--9 year olds: Part I.
                                  Development of descriptive framework and
                                  diagnostic instrument  . . . . . . . . . 15--36
                      Paul Cobb   Concrete can be abstract: A case study   37--48
              Robert P. Hunting   Rachel's schemes for constructing
                                  fraction knowledge . . . . . . . . . . . 49--66
              Pearla Nesher and   
                     Irit Peled   Shifts in reasoning  . . . . . . . . . . 67--79
                Henry Markovits   The curious effect of using drawings in
                                  conditional reasoning problems . . . . . 81--87
                Jerry P. Becker   Book Review  . . . . . . . . . . . . . . 89--96

Educational Studies in Mathematics
Volume 17, Number 2, May, 1986

                 G. Lemoyne and   
                    C. Tremblay   Addition and multiplication:
                                  Problem-solving and interpretation of
                                  relevant data  . . . . . . . . . . . . . 97--123
             Raffa\vella Borasi   On the nature of problems  . . . . . . . 125--141
                  B. Denvir and   
                       M. Brown   Understanding of number concepts in low
                                  attaining 7--9 year olds: Part II. The
                                  teaching studies . . . . . . . . . . . . 143--164
                M. E. A. El Tom   Aspects of mathematics education in some
                                  third world universities . . . . . . . . 165--191
              Peter E. Langford   Arithmetical word problems: Thinking in
                                  the head versus thinking on the table    193--199
                  Mary S. Riley   Comments on Langford's article . . . . . 200--202
              Peter E. Langford   Reply to Riley . . . . . . . . . . . . . 203--204
                    Paul Ernest   Computer gaming for the practice of
                                  transformation geometry skills . . . . . 205--207
                      Anonymous   Announcement . . . . . . . . . . . . . . 209--209
                      Anonymous   Announcement . . . . . . . . . . . . . . 210--210

Educational Studies in Mathematics
Volume 17, Number 3, August, 1986

                      Anonymous   Guest editorial  . . . . . . . . . . . . 211--212
                 Yvonne Larsson   Governmental policies on the education
                                  of gifted and talented children: A world
                                  view . . . . . . . . . . . . . . . . . . 213--219
               Barry V. Kissane   Selection of mathematically talented
                                  students . . . . . . . . . . . . . . . . 221--241
              Harald Wagner and   
               Bernd Zimmermann   Identification and fostering of
                                  mathematically gifted students . . . . . 243--260
             Nerida F. Ellerton   Children's made-up mathematics problems
                                  --- a new perspective on talented
                                  mathematicians . . . . . . . . . . . . . 261--271
                Pieter Span and   
          Ruth Overtoom-Corsmit   Information processing by intellectually
                                  gifted pupils solving mathematical
                                  problems . . . . . . . . . . . . . . . . 273--295
               Norma C. Presmeg   Visualisation and mathematical
                                  giftedness . . . . . . . . . . . . . . . 297--311
                      Billy Tao   Parental involvement in gifted education 313--321
           Hans Freudenthal and   
              Konrad Jacobs and   
                 Paulo Abrantes   Book reviews . . . . . . . . . . . . . . 323--333

Educational Studies in Mathematics
Volume 17, Number 4, November, 1986

                   Richard Noss   Constructing a conceptual framework for
                                  elementary algebra through Logo
                                  programming  . . . . . . . . . . . . . . 335--357
                     J. Robinet   Les réels: Quels mod\`eles en ont les
                                  él\`eves?. (French) [Reals: What models
                                  do students have?] . . . . . . . . . . . 359--386
          Hans-Joachim Vollrath   Search strategies as indicators of
                                  functional thinking  . . . . . . . . . . 387--400
    Françoise Tourniaire   Proportions in elementary school . . . . 401--412
                P. L. Galbraith   The use of mathematical strategies:
                                  factors and features affecting
                                  performance  . . . . . . . . . . . . . . 413--441
            Detlef D. Spalt and   
               Leone Burton and   
                  Erhard Scholz   Book review  . . . . . . . . . . . . . . 443--452
                      Anonymous   Announcement . . . . . . . . . . . . . . 453--453


Educational Studies in Mathematics
Volume 18, Number 1, February, 1987

                    R. Zepp and   
                   J. Monin and   
                      C. L. Lei   Common logical errors in English and
                                  Chinese  . . . . . . . . . . . . . . . . 1--17
       Françoise Boschet   Fonctions du code symbolique dans le
                                  discours mathématique. (French)
                                  [Functions of symbolic code in
                                  mathematical discourse]  . . . . . . . . 19--34
                 F. K. S. Leung   The secondary school mathematics
                                  curriculum in China  . . . . . . . . . . 35--57
               Derek W. Haylock   A framework for assessing mathematical
                                  creativity in school children  . . . . . 59--74
                     Eon Harper   Ghosts of Diophantus . . . . . . . . . . 75--90
          Mansour G. A. Hussein   Private tutoring a hidden educational
                                  problem  . . . . . . . . . . . . . . . . 91--96
               H. N. Jahnke and   
                  Ole Skovsmose   Book review  . . . . . . . . . . . . . . 97--105
                      Anonymous   Announcements  . . . . . . . . . . . . . 107--108

Educational Studies in Mathematics
Volume 18, Number 2, May, 1987

                      Paul Cobb   An investigation of young children's
                                  academic arithmetic contexts . . . . . . 109--124
                    A. Treffers   Integrated column arithmetic according
                                  to progressive schematisation  . . . . . 125--145
              Nicolas Balacheff   Processus de preuve et situations de
                                  validation. (French) [Proof Process and
                                  Validation Situations] . . . . . . . . . 147--176
                     Ian Isaacs   Using problem solving teaching styles to
                                  prepare candidates for the CXC basic
                                  proficiency examinations . . . . . . . . 177--190
               Rachel Griffiths   A tale of 804.573 horses: Arithmetic
                                  teaching in Victoria 1860--1914  . . . . 191--207
               Josette Adda and   
              Anna Sierpi\'nska   Book reviews . . . . . . . . . . . . . . 209--221

Educational Studies in Mathematics
Volume 18, Number 3, August, 1987

                   Josette Adda   Guest editorial  . . . . . . . . . . . . 223--227
                Hassler Whitney   Coming alive in school math and beyond   229--242
                Kenneth Ruthven   Ability stereotyping in mathematics  . . 243--253
                 Gilah C. Leder   Teacher student interaction: A case
                                  study  . . . . . . . . . . . . . . . . . 255--271
                   Stella Baruk   The reality and potential of correcting
                                  pupils' work in mathematics  . . . . . . 273--303
                   Leone Burton   From failure to success: Changing the
                                  experience of adult learners of
                                  mathematics  . . . . . . . . . . . . . . 305--316
                  Rijkje Dekker   Roos and José, two children in a mixed
                                  ability group  . . . . . . . . . . . . . 317--324
                  B. F. Sherman   A cautionary note  . . . . . . . . . . . 325--326
                 Gilah C. Leder   Response to `a cautionary note'  . . . . 327--328
            Colette Laborde and   
                Lucia Grugnetti   Book reviews . . . . . . . . . . . . . . 329--337

Educational Studies in Mathematics
Volume 18, Number 4, November, 1987

                   Helen Watson   Learning to apply numbers to nature  . . 339--357
                A. T. Olson and   
               T. E. Kieren and   
                      S. Ludwig   Linking logo, levels and language in
                                  mathematics  . . . . . . . . . . . . . . 359--370
              Anna Sierpi\'nska   Humanities students and epistemological
                                  obstacles related to limits  . . . . . . 371--397
              Nina Kay Buchanan   Factors contributing to mathematical
                                  problem-solving performance: An
                                  exploratory study  . . . . . . . . . . . 399--415
               David S. Fielker   A calculator, a tape recorder, and thou  417--437
              A. B. Pollitt and   
                J. W. Searl and   
                A. S. El Sheikh   Factors affecting girls' learning of
                                  mathematics in Sudan . . . . . . . . . . 439--444
                   Neil Straker   Videodisc technology and mathematics
                                  education  . . . . . . . . . . . . . . . 445--450
                  Peter Damerow   Die Entstehung des
                                  Mathematiklehrerberufs im 19.
                                  Jahrhundert. Studien u. Materialien zum
                                  Prozeß d. Professionalisierung in Preußen
                                  (1810--1870). (German) [The emergence of
                                  the mathematics teacher's profession in
                                  the 19th century. Studies and materials
                                  for the process of professionalisation
                                  in Prussia (1810--1870)] . . . . . . . . 451--453
                      Anonymous   Announcement . . . . . . . . . . . . . . 454--454
                      Anonymous   Announcement . . . . . . . . . . . . . . 455--455


Educational Studies in Mathematics
Volume 19, Number 1, February, 1988

                      Anonymous   Editorial  . . . . . . . . . . . . . . . 1--1
                  Paulus Gerdes   On possible uses of traditional Angolan
                                  sand drawings in the mathematics
                                  classroom  . . . . . . . . . . . . . . . 3--22
                  Ole Skovsmose   Mathematics as part of technology  . . . 23--41
                     Rene Baldy   De l'espace du dessin \`a celui de
                                  l'objet. Une activité de mises en
                                  correspondances entre des dessins en
                                  perspective cavali\`ere et des objects
                                  réels. (French) [From the space of the
                                  drawing to that of the object. An
                                  activity of mappings between cavalier
                                  perspective drawings and real objects]   43--57
                     Jill Adler   Newspaper-based mathematics for adults
                                  in South Africa  . . . . . . . . . . . . 59--78
                Bernard Parzysz   ``Knowing'' vs ``seeing''. Problems of
                                  the plane representation of space
                                  geometry figures . . . . . . . . . . . . 79--92
                  Shudao Xu and   
                     Biao Huang   Current status of secondary school
                                  mathematics curriculum development in
                                  China  . . . . . . . . . . . . . . . . . 93--104
               Josette Adda and   
               N. Balacheff and   
                 Erich Wittmann   Book Review  . . . . . . . . . . . . . . 105--114

Educational Studies in Mathematics
Volume 19, Number 2, May, 1988

                      Anonymous   Publisher's announcement . . . . . . . . 115--115
                       A. J. B.   Editorial  . . . . . . . . . . . . . . . 117--118
                    Beth Graham   Mathematical education and Aboriginal
                                  children . . . . . . . . . . . . . . . . 119--135
                  Paulus Gerdes   On culture, geometrical thinking and
                                  mathematics education  . . . . . . . . . 137--162
               Norma C. Presmeg   School mathematics in culture-conflict
                                  situations . . . . . . . . . . . . . . . 163--177
                 Alan J. Bishop   Mathematics education in its cultural
                                  context  . . . . . . . . . . . . . . . . 179--191
              Marc Swadener and   
                    R. Soedjadi   Values, mathematics education, and the
                                  task of developing pupils'
                                  personalities: an Indonesian perspective 193--208
                   K. C. Cheung   Outcomes of schooling: Mathematics
                                  achievement and attitudes towards
                                  mathematics learning in Hong Kong  . . . 209--219
            Thomas S. Popkewitz   Institutional issues in the study of
                                  school mathematics: Curriculum research  221--249
                   Richard Noss   The computer as a cultural influence in
                                  mathematical learning  . . . . . . . . . 251--268
             T. J. Fletcher and   
                     K. M. Hart   Book review  . . . . . . . . . . . . . . 269--275
                 M. Artigue and   
             M. F. Costeroy and   
                Detlef D. Spalt   Book review  . . . . . . . . . . . . . . 277--286

Educational Studies in Mathematics
Volume 19, Number 3, August, 1988

                 Alan J. Bishop   Editorial  . . . . . . . . . . . . . . . 287--287
           Anna Zofia Krygowska   \`A la mémoire de Tam\`as Varga. (French)
                                  [In memory of Tam\`as Varga] . . . . . . 289--290
                      Anonymous   Mathematics education in Hungary today   291--298
             Nadine Bednarz and   
             Bernadette Janvier   A constructivist approach to numeration
                                  in primary school: Results of a three
                                  year intervention with the same group of
                                  children . . . . . . . . . . . . . . . . 299--331
                  James Hiebert   A theory of developing competence with
                                  written mathematical symbols . . . . . . 333--355
       Marie-Paule Lecoutre and   
                Jean-Luc Durand   Jugements probabilistes et mod\`eles
                                  cognitifs: Étude d'une situation
                                  aléatoire. (French) [Probabilistic
                                  judgments and cognitive models: Study of
                                  a random situation]  . . . . . . . . . . 357--368
              Arthur J. Baroody   Mental-addition development of children
                                  classified as mentally handicapped . . . 369--388
                Luciana Bazzini   The new government programs for Italian
                                  primary schools  . . . . . . . . . . . . 389--393
              Cathy W. Hall and   
                   Cynthia Hoff   Gender differences in mathematical
                                  performance  . . . . . . . . . . . . . . 395--401
               Richard Noss and   
           Régine Douady   Book review  . . . . . . . . . . . . . . 403--417
                      Anonymous   Announcement . . . . . . . . . . . . . . 418--418

Educational Studies in Mathematics
Volume 19, Number 4, November, 1988

                      Anonymous   Publisher's announcement . . . . . . . . iii--iii
                 Alan J. Bishop   Editorial  . . . . . . . . . . . . . . . 419--419
                  Stefan Turnau   Anna Sophia Krygowska  . . . . . . . . . 420--422
                Zofia Krygowska   Composants de l'activité mathématique qui
                                  devraient jouer le rôle essentiel dans la
                                  mathématique pour tous. (French)
                                  [Components of mathematical activity
                                  that should play the essential role in
                                  mathematics for all] . . . . . . . . . . 423--433
                   G. S. Kaeley   Sex differences in the learning of
                                  post-secondary mathematics in a
                                  neo-literate society . . . . . . . . . . 435--457
             S. E. B. Pirie and   
       R. L. E. Schwarzenberger   Mathematical discussion and mathematical
                                  understanding  . . . . . . . . . . . . . 459--470
                    Fou-Lai Lin   Societal differences and their
                                  influences on children's mathematics
                                  understanding  . . . . . . . . . . . . . 471--497
                Brian Greer and   
                  George Booker   Book reviews . . . . . . . . . . . . . . 499--510
                      Anonymous   Call for proposals . . . . . . . . . . . 511--511
                      Anonymous   Announcement . . . . . . . . . . . . . . 512--512


Educational Studies in Mathematics
Volume 20, Number 1, February, 1989

                Joel Hillel and   
             Carolyn Kieran and   
               Jean-Luc Gurtner   Solving structured geometric tasks on
                                  the computer: The role of feedback in
                                  generating strategies  . . . . . . . . . 1--39
                 Lesley Lee and   
                  David Wheeler   The arithmetic connection  . . . . . . . 41--54
                 A. L. Mesquita   Sur une situation d'éveil \`a la déduction
                                  en géométrie. (French) [On a situation of
                                  awakening in deduction in geometry]  . . 55--77
                Dina Tirosh and   
                Anna O. Graeber   Preservice elementary teachers' explicit
                                  beliefs about multiplication and
                                  division . . . . . . . . . . . . . . . . 79--96
                   K. C. Cheung   Gender differences in the junior
                                  secondary (grade 7) mathematics
                                  curriculum in Hong Kong  . . . . . . . . 97--103
              John K. Backhouse   Better mathematics for low attainers . . 105--110
         Nitsa Movshovitz-Hadar   Book Review  . . . . . . . . . . . . . . 111--119

Educational Studies in Mathematics
Volume 20, Number 2, May, 1989

            David Ben-Chaim and   
              Glenda Lappan and   
              Richard T. Houang   Adolescents' ability to communicate
                                  spatial information: Analyzing and
                                  effecting students' performance  . . . . 121--146
                    Kaye Stacey   Finding and using patterns in linear
                                  generalising problems  . . . . . . . . . 147--164
              Johnston Anderson   Sex-related differences on objective
                                  tests among undergraduates . . . . . . . 165--177
                 B. Capponi and   
                   N. Balacheff   Tableur et calcul algébrique. (French)
                                  [Spreadsheet and algebraic computation]  179--210
                 Stephen Lerman   Constructivism, mathematics and
                                  mathematics education  . . . . . . . . . 211--223
                     Gila Hanna   Mathematics achievement of girls and
                                  boys in grade eight: results from twenty
                                  countries  . . . . . . . . . . . . . . . 225--232

Educational Studies in Mathematics
Volume 20, Number 3, August, 1989

                Kenneth Ruthven   Guest editorial  . . . . . . . . . . . . 233--235
                   James T. Fey   Technology and mathematics education: A
                                  survey of recent developments and
                                  important problems . . . . . . . . . . . 237--272
              Sara Hennessy and   
                 Tim O'Shea and   
               Rick Evertsz and   
                      Ann Floyd   An intelligent tutoring system approach
                                  to teaching primary mathematics  . . . . 273--292
              Claire Dupuis and   
                 Dominique Guin   Gestion des relations entre variables
                                  dans un environnement de programmation
                                  logo. (French) [Managing relationships
                                  between variables in a Logo programming
                                  environment] . . . . . . . . . . . . . . 293--316
            Rosamund Sutherland   Providing a computer based framework for
                                  algebraic thinking . . . . . . . . . . . 317--344
                 Alan J. Bishop   Editorial  . . . . . . . . . . . . . . . 345--345

Educational Studies in Mathematics
Volume 20, Number 4, November, 1989

           Raffaella Borasi and   
                Barbara J. Rose   Journal writing and mathematics
                                  instruction  . . . . . . . . . . . . . . 347--365
                Julie Anghileri   An investigation of young children's
                                  understanding of multiplication  . . . . 367--385
              Regine Douady and   
    Marie-Jeanne Perrin-Glorian   Un processus d'apprentissage du concept
                                  d'aire de surface plane. (French) [A
                                  learning process for the concept of the
                                  area of a flat surface]  . . . . . . . . 387--424
              Janet L. McDonald   Accuracy and stability of cognitive
                                  structures and retention of geometric
                                  content  . . . . . . . . . . . . . . . . 425--448
                Kenneth Ruthven   An exploratory approach to advanced
                                  mathematics  . . . . . . . . . . . . . . 449--467
                      Anonymous   Book review  . . . . . . . . . . . . . . 469--474
                      Anonymous   Publisher's notice . . . . . . . . . . . 481--481


Educational Studies in Mathematics
Volume 21, Number 1, February, 1990

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . 1--2
                Yves Chevallard   On mathematics education and culture:
                                  Critical afterthoughts . . . . . . . . . 3--27
                A. Gagatsis and   
                    T. Patronis   Using geometrical models in a process of
                                  reflective thinking in learning and
                                  teaching mathematics . . . . . . . . . . 29--54
          Elizabeth Fennema and   
       Penelope L. Peterson and   
        Thomas P. Carpenter and   
             Cheryl A. Lubinski   Teachers' attributions and beliefs about
                                  girls, boys, and mathematics . . . . . . 55--69
           Nancy C. Whitman and   
                  Morris K. Lai   Similarities and differences in
                                  teachers' beliefs about effective
                                  teaching of mathematics: Japan and
                                  Hawai'i  . . . . . . . . . . . . . . . . 71--81
                    Madis Lepik   Algebraic word problems: Role of
                                  linguistic and structural variables  . . 83--90
                     David Pimm   Problems of representation in the
                                  teaching and learning of mathematics . . 91--99
                      Anonymous   Announcement . . . . . . . . . . . . . . 101--107

Educational Studies in Mathematics
Volume 21, Number 2, April, 1990

                  Ole Skovsmose   Mathematical education and democracy . . 109--128
                   Brian Hudson   Global perspectives in the mathematics
                                  classroom  . . . . . . . . . . . . . . . 129--136
            P. L. Galbraith and   
               N. J. Clatworthy   Beyond Standard Models --- Meeting the
                                  Challenge of Modelling . . . . . . . . . 137--163
            Glendon A. Lean and   
       McKenzie A. Clements and   
                 Gina Del Campo   Linguistic and pedagogical factors
                                  affecting children's understanding of
                                  arithmetic word problems: A comparative
                                  study  . . . . . . . . . . . . . . . . . 165--191
                   N. Balacheff   ICME-6 report of the international group
                                  psychology of mathematics education  . . 193--197

Educational Studies in Mathematics
Volume 21, Number 3, June, 1990

          Michal Yerushalmy and   
                  Daniel Chazan   Overcoming visual obstacles with the aid
                                  of the supposer  . . . . . . . . . . . . 199--219
                 Pamela Liebeck   Scores and foreits --- An intuitive
                                  model for integer arithmetic . . . . . . 221--239
              Carol A. Thornton   Solution strategies: Subtraction number
                                  facts  . . . . . . . . . . . . . . . . . 241--263
     Nitsa Movshovitz-Hadar and   
                    Rina Hadass   Preservice education of math teachers
                                  using paradoxes  . . . . . . . . . . . . 265--287
                    Gordon Burt   Doing critical cultural and ideological
                                  technology . . . . . . . . . . . . . . . 289--298

Educational Studies in Mathematics
Volume 21, Number 4, August, 1990

         Peter L. Galbraith and   
                       D. Chant   Factors shaping community attitudes to
                                  school mathematics: Implications for
                                  future curriculum change . . . . . . . . 299--318
             Gurcharn S. Kaeley   The influence of socio-economic status,
                                  entry style and instructional variables
                                  on the learning of mathematics in a
                                  neo-literate society . . . . . . . . . . 319--350
               Lawal O. Adetula   Language factor: Does it affect
                                  children's performance on word problems? 351--365
          Gary Ernest Davis and   
            Robert Paul Hunting   Spontaneous partitioning: Pre-schoolers
                                  and discrete items . . . . . . . . . . . 367--374
            Malcolm Simmons and   
                     Peter Cope   Fragile knowledge of angle in turtle
                                  geometry . . . . . . . . . . . . . . . . 375--382
                Luciana Bazzini   The IEA study of mathematics II:
                                  Contexts and outcomes of school
                                  mathematics  . . . . . . . . . . . . . . 383--390
                      Anonymous   Announcement . . . . . . . . . . . . . . 391--392
                      Anonymous   Call for papers  . . . . . . . . . . . . 393--393

Educational Studies in Mathematics
Volume 21, Number 5, October, 1990

            David F. Robitaille   Achievement comparisons between the
                                  first and second IEA studies of
                                  mathematics  . . . . . . . . . . . . . . 395--414
            David Ben-Chaim and   
             Barbara Fresko and   
                 Miriam Carmeli   Comparison of teacher and pupil
                                  perceptions of the learning environment
                                  in mathematics classes . . . . . . . . . 415--429
                Kenneth Ruthven   The influence of graphic calculator use
                                  on translation from graphic to symbolic
                                  forms  . . . . . . . . . . . . . . . . . 431--450
    Barend Vlaardingerbroek and   
                   Lawrence Ros   Educational transition rates and upper
                                  secondary students' arithmetical ability
                                  in five developing countries . . . . . . 451--460
                 Jeanne Connors   When mathematics meets anthropology: The
                                  need for interdisciplinary dialogue  . . 461--469
                    Yusuf Aydin   Mathematics teacher preparation in
                                  Turkey today . . . . . . . . . . . . . . 471--478
               E. Fischbein and   
                     Gila Hanna   Book reviews . . . . . . . . . . . . . . 479--489

Educational Studies in Mathematics
Volume 21, Number 6, December, 1990

           Charalampos Toumasis   The epos of Euclidean geometry in Greek
                                  secondary education (1836--1985):
                                  Pressure for change and resistance . . . 491--508
                 Ng Li Fung Lin   The effect of superfluous information on
                                  children's solution of story arithmetic
                                  problems . . . . . . . . . . . . . . . . 509--520
                    Ruhama Even   Subject matter knowledge for teaching
                                  and the case of functions  . . . . . . . 521--544
                   Diana Wearne   Acquiring meaning for decimal fraction
                                  symbols: A one year follow-up  . . . . . 545--564
            Anna O. Graeber and   
                    Dina Tirosh   Insights fourth and fifth graders bring
                                  to multiplication and division with
                                  decimals . . . . . . . . . . . . . . . . 565--588
                 Keith Porteous   What do children really believe? . . . . 589--598
                      Anonymous   In memoriam: Hans Freudenthal  . . . . . 599--601


Educational Studies in Mathematics
Volume 22, Number 1, February, 1991

                     Anna Sfard   On the dual nature of mathematical
                                  conceptions: Reflections on processes
                                  and objects as different sides of the
                                  same coin  . . . . . . . . . . . . . . . 1--36
                Werner Blum and   
                    Mogens Niss   Applied mathematical problem solving,
                                  modelling, applications, and links to
                                  other subjects --- State, trends and
                                  issues in mathematics instruction  . . . 37--68
       Beatriz Silva D'Ambrosio   The modern mathematics reform movement
                                  in Brazil and its consequences for
                                  Brazilian mathematics education  . . . . 69--85
         Jens Holger Lorenz and   
                   John P. Pace   Book review  . . . . . . . . . . . . . . 87--103
                      Anonymous   Announcement . . . . . . . . . . . . . . 104--105

Educational Studies in Mathematics
Volume 22, Number 2, April, 1991

                    Nick Taylor   Independence and interdependence:
                                  Analytical vectors for defining the
                                  mathematics curriculum of schools in a
                                  democratic society . . . . . . . . . . . 107--123
                 David Tall and   
                 Michael Thomas   Encouraging versatile thinking in
                                  algebra using the computer . . . . . . . 125--147
                Moncef Zaki and   
      François Pluvinage   Démarches de résolution et de simulation
                                  face au probl\`eme de la ruine d'un
                                  joueur. (French) [Solving and simulating
                                  the problem of the ruin of a player] . . 149--181
                Werner Blum and   
                  Arnold Kirsch   Preformal proving: Examples and
                                  reflections  . . . . . . . . . . . . . . 183--203
                Zhu Ziqiang and   
              Eula Ewing Monroe   Mathematics education in China today:
                                  Four problem areas . . . . . . . . . . . 205--208
                      Anonymous   Announcement . . . . . . . . . . . . . . 209--209

Educational Studies in Mathematics
Volume 22, Number 3, June, 1991

                    E. Luis and   
                  A. Moreno and   
            Guillermina Waldegg   The conceptual evolution of actual
                                  mathematical infinity  . . . . . . . . . 211--231
                  Raymond Duval   Structure du raisonnement déductif et
                                  apprentissage de la démonstration.
                                  (French) [Structure of deductive
                                  reasoning and learning of demonstration] 233--261
                Helga Jungwirth   Interaction and gender --- Findings of a
                                  microethnographical approach to
                                  classroom discourse  . . . . . . . . . . 263--284
                Rina Zazkis and   
                      Uri Leron   Capturing congruence with a turtle . . . 285--295
           Warren J. Atkins and   
             Gilah C. Leder and   
        Peter J. O'Halloran and   
          Graham H. Pollard and   
                   Peter Taylor   Measuring risk taking  . . . . . . . . . 297--308

Educational Studies in Mathematics
Volume 22, Number 4, August, 1991

            Martin A. Simon and   
               Deborah Schifter   Towards a constructivist perspective: An
                                  intervention study of mathematics
                                  teacher development  . . . . . . . . . . 309--331
                Adrian Treffers   Meeting innumeracy at primary school . . 333--352
            Barbara J. Reys and   
             Robert E. Reys and   
 Alfinio Flores Peñafiel   Estimation performance and strategy use
                                  of Mexican 5th and 8th grade student
                                  sample . . . . . . . . . . . . . . . . . 353--375
            Muhammad Maqsud and   
           Chaudhry M. Khalique   Relationships of some socio-personal
                                  factors to mathematics achievement of
                                  secondary school and university students
                                  in Bophuthatswana  . . . . . . . . . . . 377--390
                     David Pimm   Book review  . . . . . . . . . . . . . . 391--405
                      Anonymous   Seventh International Congress on
                                  Mathematical Education . . . . . . . . . 407--407

Educational Studies in Mathematics
Volume 22, Number 5, October, 1991

             Hans-Georg Weigand   Iteration sequences and their
                                  representations  . . . . . . . . . . . . 411--437
              Astrid Pettersson   Pupils' mathematical performance in
                                  grades 3 and 6. A longitudinal study . . 439--450
                 Lyn D. English   Young children's combinatoric strategies 451--474
                     Tony Brown   Hermeneutics and mathematical activity   475--480
                 Roy D. Pea and   
             A. J. Sandy Dawson   Book review  . . . . . . . . . . . . . . 481--501

Educational Studies in Mathematics
Volume 22, Number 6, December, 1991

               Heinz Steinbring   The concept of chance in everyday
                                  teaching: Aspects of a social
                                  epistemology of mathematical knowledge   503--522
           Efraim Fischbein and   
        Maria Sainati Nello and   
           Maria Sciolis Marino   Factors affecting probabilistic
                                  judgements in children and adolescents   523--549
                 Edward M. Gray   An analysis of diverging approaches to
                                  simple arithmetic: Preference and its
                                  consequences . . . . . . . . . . . . . . 551--574
                Bernard Parzysz   Representation of space and students'
                                  conceptions at high school level . . . . 575--593
                 Gail S. Gliner   Factors contributing to success in
                                  mathematical estimation in preservice
                                  teachers: Types of problems and previous
                                  mathematical experience  . . . . . . . . 595--606


Educational Studies in Mathematics
Volume 23, Number 1, February, 1992

                Colette Laborde   Guest editorial  . . . . . . . . . . . . 1--4
              Gilbert Arsac and   
          Nicolas Balacheff and   
                   Michel Mante   Teacher's role and reproducibility of
                                  didactical situations  . . . . . . . . . 5--29
               Celia Hoyles and   
                   Richard Noss   A pedagogy for mathematical microworlds  31--57
               F. Bellemain and   
                     B. Capponi   Spécificité de l'organisation d'une
                                  séquence d'enseignement lors de
                                  l'utilisation de l'ordinateur. (French)
                                  [Specificity of the organization of a
                                  teaching sequence when using the
                                  computer]  . . . . . . . . . . . . . . . 59--97
                  Paul Cobb and   
                Erna Yackel and   
                     Terry Wood   Interaction and learning in mathematics
                                  classroom situations . . . . . . . . . . 99--122

Educational Studies in Mathematics
Volume 23, Number 2, April, 1992

              Bogdan J. Nowecki   Anna Zofia Krygowska . . . . . . . . . . 123--137
             Jean-Pierre Levain   La résolution de probl\`emes
                                  multiplicatifs \`a la fin du cycle
                                  primaire. (French) [Resolution of
                                  multiplicative problems at the end of
                                  the primary cycle] . . . . . . . . . . . 139--161
                  Caryl Cox and   
                   John T. Mouw   Disruption of the representativeness
                                  heuristic: Can we be perturbed into
                                  using correct probabilistic reasoning?   163--178
                  Martin Cooper   Three-dimensional symmetry . . . . . . . 179--202
        David F. Robitaille and   
                 J. Stuart Donn   The Third International Mathematics and
                                  Science Study (TIMSS): A brief
                                  introduction . . . . . . . . . . . . . . 203--210
                      Anonymous   Call for papers  . . . . . . . . . . . . 211--211

Educational Studies in Mathematics
Volume 23, Number 3, June, 1992

      Beatriz S. D'Ambrosio and   
Tânia Maria Mendonça Campos   Pre-service teachers' representations of
                                  children's understanding of mathematical
                                  concepts: conflicts and conflict
                                  resolution . . . . . . . . . . . . . . . 213--230
          Janice Ann Singer and   
              Lauren B. Resnick   Representations of proportional
                                  relationships: Are children part--part
                                  or part--whole reasoners?  . . . . . . . 231--246
         Daniel Breidenbach and   
                Ed Dubinsky and   
                Julie Hawks and   
               Devilyna Nichols   Development of the process conception of
                                  function . . . . . . . . . . . . . . . . 247--285
                  Wang Lin Quan   Chinese advancements in mathematics
                                  education  . . . . . . . . . . . . . . . 287--298
Elfriede Wenzelburger Guttenberger   In-service high school mathematics
                                  teacher training in Mexico . . . . . . . 299--306
               Norma C. Presmeg   The body in the mind: The bodily basis
                                  of meaning, imagination and reason . . . 307--314

Educational Studies in Mathematics
Volume 23, Number 4, August, 1992

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . 315--315
                Maggy Schneider   \`A propos de l'apprentissage du taux de
                                  variation instantané. (French) [On
                                  learning about the instantaneous rate of
                                  change]  . . . . . . . . . . . . . . . . 317--350
            Tamara Lemerise and   
          Claude Dessurealt and   
               Lucille Marcotte   Élaboration d'un environnement logo
                                  favorable au développement d'habiletés en
                                  manipulation procédurale. (French)
                                  [Elaboration of an enabling Logo
                                  environment for the development of
                                  procedural manipulation skills]  . . . . 351--382
                 Gilah C. Leder   Mathematics before formal schooling  . . 383--396
                 Gary Davis and   
                Kristine Pepper   Mathematical problem solving by
                                  pre-school children  . . . . . . . . . . 397--415
             Philip C. Clarkson   Language and mathematics: A comparison
                                  of bilingual and monolingual students of
                                  mathematics  . . . . . . . . . . . . . . 417--429
                      Anonymous   Announcements  . . . . . . . . . . . . . 431--441

Educational Studies in Mathematics
Volume 23, Number 5, October, 1992

          Ernst von Glasersfeld   Guest editorial  . . . . . . . . . . . . 443--444
           Leslie P. Steffe and   
                Heide G. Wiegel   On reforming practice in mathematics
                                  education  . . . . . . . . . . . . . . . 445--465
            Heinrich Bauersfeld   Classroom cultures from a social
                                  constructivist's perspective . . . . . . 467--481
                  Paul Cobb and   
                 Terry Wood and   
                Erna Yackel and   
               Marcela Perlwitz   A follow-up assessment of a second-grade
                                  problem-centered mathematics project . . 483--504
                Susan Pirie and   
                  Thomas Kieren   Creating constructivist environments and
                                  constructing creative mathematics  . . . 505--528
            Grayson H. Wheatley   The role of reflection in mathematics
                                  learning . . . . . . . . . . . . . . . . 529--541
                  Jack Lochhead   Knocking down the building blocks of
                                  learning: Constructivism and the
                                  ventures program . . . . . . . . . . . . 543--552
                      Anonymous   Announcement . . . . . . . . . . . . . . 553--555

Educational Studies in Mathematics
Volume 23, Number 6, December, 1992

                      Anonymous   Publisher's notice . . . . . . . . . . . iii--iii
           Marie-Paule Lecoutre   Cognitive models and problem spaces in
                                  ``purely random'' situations . . . . . . 557--568
         Peter L. Galbraith and   
          Marjorie C. Carss and   
           Richard D. Grice and   
               Lovie Endean and   
                 Merle C. Warry   Towards numeracy for the third
                                  millennium: A study of the future of
                                  mathematics and mathematics education    569--593
               Norma C. Presmeg   Prototypes, metaphors, metonymies and
                                  imaginative rationality in high school
                                  mathematics  . . . . . . . . . . . . . . 595--610
              Aparna B. Ganguli   The effect on students' attitudes of the
                                  computer as a teaching aid . . . . . . . 611--618
                   Theo Wubbels   Book review  . . . . . . . . . . . . . . 619--624
                      Anonymous   Announcement . . . . . . . . . . . . . . 625--629


Educational Studies in Mathematics
Volume 24, Number 1, March, 1993

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . v--v
                      Alan Bell   Guest editorial  . . . . . . . . . . . . 1--4
                      Alan Bell   Principles for the design of teaching    5--34
              Jan Van Den Brink   Different aspects in designing
                                  mathematics education: Three examples
                                  from the Freudenthal Institute . . . . . 35--64
                 Konrad Krainer   Powerful tasks: A contribution to a high
                                  level of acting and reflecting in
                                  mathematics instruction  . . . . . . . . 65--93
            Rosamund Sutherland   Connecting theory and practice: Results
                                  from the teaching of Logo  . . . . . . . 95--113
                      Alan Bell   Some experiments in diagnostic teaching  115--137

Educational Studies in Mathematics
Volume 24, Number 2, February, 1993

                      Anonymous   Announcement . . . . . . . . . . . . . . i--i
               Efraim Fischbein   The theory of figural concepts . . . . . 139--162
            Malcolm Simmons and   
                     Peter Cope   Angle and rotation: Effects of different
                                  types of feedback on the quality of
                                  response . . . . . . . . . . . . . . . . 163--176
                Chronis Kynigos   Children's inductive thinking during
                                  intrinsic and Euclidean Geometrical
                                  activities in a computer programming
                                  environment  . . . . . . . . . . . . . . 177--197
              Anne Sinclair and   
                   Nora Scheuer   Understanding the written number system:
                                  6 Year-olds in Argentina and Switzerland 199--221
             Winifred A. Mallam   Impact of school-type and sex of the
                                  teacher on female students' attitudes
                                  toward mathematics in Nigerian secondary
                                  schools  . . . . . . . . . . . . . . . . 223--229
                  Tommy Dreyfus   Book review  . . . . . . . . . . . . . . 231--234

Educational Studies in Mathematics
Volume 24, Number 3, September, 1993

                  Stefan Turnau   Mathematics education research in Poland 235--238
                Agnieszka Demby   L'usage de la compensation
                                  additionner--soustraire et
                                  multiplier--diviser par les él\`eves de
                                  onze ans. (French) [Use of compensation
                                  to add--subtract and multiply--divide by
                                  eleven-year-old students]  . . . . . . . 239--249
                     Jan Konior   Research into the construction of
                                  mathematical texts . . . . . . . . . . . 251--256
   Irena Trzcieniecka-Schneider   Some remarks on creating mathematical
                                  concepts . . . . . . . . . . . . . . . . 257--264
          Aleksandra Urba\'nska   On the numerical competence of
                                  six-years-old children . . . . . . . . . 265--275
István Lénárt   Alternative models on the drawing ball   277--312
              Irith Shillor and   
                   Bridget Egan   The King Alfred's College Maths Game:
                                  Problem solving and mathematical
                                  activity . . . . . . . . . . . . . . . . 313--317
              Laurie D. Edwards   Book review  . . . . . . . . . . . . . . 319--327

Educational Studies in Mathematics
Volume 24, Number 4, December, 1993

                 Gila Hanna and   
                H. Niels Jahnke   Guest editorial  . . . . . . . . . . . . 329--331
                Philip J. Davis   Visual theorems  . . . . . . . . . . . . 333--344
                  Man-Keung Siu   Proof and pedagogy in ancient China:
                                  Examples from Liu Hui's commentary on
                                  Jiu Zhang Suan Shu . . . . . . . . . . . 345--357
                  Daniel Chazan   High school geometry students'
                                  justification for their views of
                                  empirical evidence and mathematical
                                  proof  . . . . . . . . . . . . . . . . . 359--387
                   Reuben Hersh   Proving is convincing and explaining . . 389--399
                  Jean Dhombres   Is one proof enough? Travels with a
                                  mathematician of the baroque period  . . 401--419
                 Gila Hanna and   
              Hans Niels Jahnke   Proof and application  . . . . . . . . . 421--438


Educational Studies in Mathematics
Volume 25, Number 1--2, March, 1993

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . v--vi
                   Josette Adda   Une lumi\`ere s'est éteinte. H.
                                  Freudenthal --- Homo Universalis.
                                  (French) [A light is extinguished: H.
                                  Freudenthal --- universal man] . . . . . 9--19
                   Fred Goffree   HF: Working on mathematics education . . 21--49
                 Henk J. M. Bos   `The bond with reality is cut' ---
                                  Freudenthal on the foundations of
                                  geometry around 1900 . . . . . . . . . . 51--58
                  W. T. Van Est   Hans Freudenthal (17 September 1905--13
                                  October 1990)  . . . . . . . . . . . . . 59--69
               Hans Freudenthal   Thoughts on teaching mechanics
                                  didactical phenomenology of the concept
                                  of force . . . . . . . . . . . . . . . . 71--87
                    A. Treffers   Wiskobas and Freudenthal realistic
                                  mathematics education  . . . . . . . . . 89--108
                  L. Streefland   The design of a mathematics course. A
                                  theoretical reflection . . . . . . . . . 109--135
                    J. De Lange   Between end and beginning  . . . . . . . 137--160
               Christine Keitel   Hans Freudenthal: Revisiting mathematics
                                  education China lecturers  . . . . . . . 161--164
                Leen Streefland   Editorial: The legacy of Freudenthal . . viii-7

Educational Studies in Mathematics
Volume 25, Number 3, September, 1993

            Patrick W. Thompson   Quantitative reasoning, complexity, and
                                  additive structures  . . . . . . . . . . 165--208
        Gabriele Kaiser-Messmer   Results of an empirical study into
                                  gender differences in attitudes towards
                                  mathematics  . . . . . . . . . . . . . . 209--233
            David J. Clarke and   
             Andrew Waywood and   
                   Max Stephens   Probing the structure of mathematical
                                  writing  . . . . . . . . . . . . . . . . 235--250
             Gurcharn S. Kaeley   Explaining mathematics achievement of
                                  mature internal and external students at
                                  the University of Papua New Guinea . . . 251--260
                     David Pimm   Book review  . . . . . . . . . . . . . . 261--277
                      Anonymous   Call for papers  . . . . . . . . . . . . 279--279

Educational Studies in Mathematics
Volume 25, Number 4, December, 1993

         David William Carraher   Lines of thought: A ratio and operator
                                  model of rational number . . . . . . . . 281--305
             Jacob Perrenet and   
                      Wim Groen   A hint is not always a help  . . . . . . 307--329
            Martin A. Simon and   
               Deborah Schifter   Toward a constructivist perspective: The
                                  impact of a mathematics teacher
                                  inservice program on students  . . . . . 331--340
                      Jo Boaler   Encouraging the transfer of `school'
                                  mathematics to the `real world' through
                                  the integration of process and content,
                                  context and culture  . . . . . . . . . . 341--373
                   Roberta Mura   Images of mathematics held by university
                                  teachers of mathematical sciences  . . . 375--385


Educational Studies in Mathematics
Volume 26, Number 1, January, 1994

              Pearla Nesher and   
               Sara Hershkovitz   The role of schemes in two-step
                                  problems: Analysis and research findings 1--23
               Robert J. Wright   A study of the numerical development of
                                  5-year-olds and 6-year-olds  . . . . . . 25--44
                Gilli Shama and   
                  Tommy Dreyfus   Visual, algebraic and mixed strategies
                                  in visually presented linear programming
                                  problems . . . . . . . . . . . . . . . . 45--70
                Martin A. Simon   Learning mathematics and learning to
                                  teach: Learning cycles in mathematics
                                  teacher education  . . . . . . . . . . . 71--94
             M. C. Batanero and   
               J. D. Godino and   
              H. G. Steiner and   
                E. Wenzelburger   The training of researchers in
                                  mathematics education --- Results from
                                  an international survey  . . . . . . . . 95--102
             Hans-Georg Steiner   Elfriede Wenzelburger 1947--1993 . . . . 103--103
                      Anonymous   Announcement . . . . . . . . . . . . . . 104--104

Educational Studies in Mathematics
Volume 26, Number 2--3, March, 1994

                      Paul Cobb   Guest editorial  . . . . . . . . . . . . 105--109
           Leslie P. Steffe and   
                Heide G. Wiegel   Cognitive play and mathematical learning
                                  in computer microworlds  . . . . . . . . 111--134
               Jere Confrey and   
                    Erick Smith   Exponential functions, rates of change,
                                  and the multiplicative unit  . . . . . . 135--164
                Susan Pirie and   
                  Thomas Kieren   Growth in mathematical understanding:
                                  How can we characterise it and how can
                                  we represent it? . . . . . . . . . . . . 165--190
                 Anna Sfard and   
               Liora Linchevski   The gains and the pitfalls of
                                  reification --- The case of algebra  . . 191--228
            Patrick W. Thompson   Images of rate and operational
                                  understanding of the fundamental theorem
                                  of calculus  . . . . . . . . . . . . . . 229--274
                Jörg Voigt   Negotiation of mathematical meaning and
                                  learning mathematics . . . . . . . . . . 275--298

Educational Studies in Mathematics
Volume 26, Number 4, June, 1994

                   Michael Otte   Mathematical knowledge and the problem
                                  of proof . . . . . . . . . . . . . . . . 299--321
                   Ian Thompson   Young children's idiosyncratic written
                                  algorithms for addition  . . . . . . . . 323--345
       João P. Ponte and   
       João F. Matos and   
Henrique M. Guimarães and   
             Leonor C. Leal and   
               Ana P. Canavarro   Teachers' and students' views and
                                  attitudes towards a new mathematics
                                  curriculum: A case study . . . . . . . . 347--365
            Margaret Morton and   
             Barbara Reilly and   
         Elizabeth Robinson and   
                Sharleen Forbes   A comparative study of two nationwide
                                  examinations: Maths with calculus and
                                  maths with statistics  . . . . . . . . . 367--387
                     Roy Sayers   Gender differences in mathematics
                                  education in Zambia  . . . . . . . . . . 389--403
             Gary G. Bitter and   
               Mary M. Hatfield   Training elementary mathematics teachers
                                  using interactive multimedia . . . . . . 405--409


Educational Studies in Mathematics
Volume 27, Number 1, July, 1994

       María Luz Callejo   Les représentations graphiques dans la
                                  résolution de probl\`emes: Une expérience
                                  d'entra\^\inement d'étudiants dans un
                                  club mathématique. (French) [Graphical
                                  Representations in Problem Solving: An
                                  Experience of Student Engagement in a
                                  Mathematical Club] . . . . . . . . . . . 1--33
                  Ole Skovsmose   Towards a critical mathematics education 35--57
         Nicolas Herscovics and   
               Liora Linchevski   A cognitive gap between arithmetic and
                                  algebra  . . . . . . . . . . . . . . . . 59--78
                     Tony Brown   Creating and knowing mathematics through
                                  language and experience  . . . . . . . . 79--100
            Kenneth Ruthven and   
                     Robert Coe   A structural analysis of students'
                                  epistemic views  . . . . . . . . . . . . 101--109
             Gurcharn S. Kaeley   Erratum: \booktitleExplaining
                                  mathematics achievement of mature
                                  internal and external students at the
                                  University of Papua New Guinea [Short
                                  Communication], \booktitleEducational
                                  Studies in Mathematics \bf 25, pp.
                                  251--260 . . . . . . . . . . . . . . . . 111--111
                   Brian Hudson   Announcement . . . . . . . . . . . . . . 113--114
                      Anonymous   Announcement . . . . . . . . . . . . . . 115--116

Educational Studies in Mathematics
Volume 27, Number 2, September, 1994

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . iii--iii
            Jacques C. Bergeron   In memoriam Nicolas Herscovics
                                  1935--1994 . . . . . . . . . . . . . . . v--vi
            Graham A. Jones and   
          Carol A. Thornton and   
                    Ian J. Putt   A model for nurturing and assessing
                                  multidigit number sense among first
                                  grade children . . . . . . . . . . . . . 117--143
               Jane-Jane Lo and   
            Grayson H. Wheatley   Learning opportunities and negotiating
                                  social norms in mathematics class
                                  discussion . . . . . . . . . . . . . . . 145--164
        Christine De Block-Docq   Modalités de la pensée mathématique
                                  d'él\`eves de douze ans devant des
                                  probl\`emes de pavages. (French)
                                  [Modalities of Mathematical Thinking of
                                  Twelve-Year-Old Pupils in Tiling
                                  Problems]  . . . . . . . . . . . . . . . 165--189
            Helen A. Khoury and   
                    Rina Zazkis   On fractions and non-standard
                                  representations: Pre-service teachers'
                                  concepts . . . . . . . . . . . . . . . . 191--204
         Antonio R. Quesada and   
                Mary E. Maxwell   The effects of using graphing
                                  calculators to enhance college students'
                                  performance in precalculus . . . . . . . 205--215

Educational Studies in Mathematics
Volume 27, Number 3, October, 1994

              Rainer Bromme and   
               Heinz Steinbring   Interactive development of subject
                                  matter in the mathematics classroom  . . 217--248
                Robert C. Moore   Making the transition to formal proof    249--266
                Ed Dubinsky and   
          Jennie Dautermann and   
                  Uri Leron and   
                    Rina Zazkis   On learning fundamental concepts of
                                  group theory . . . . . . . . . . . . . . 267--305
                   A. J. Dawson   Book review  . . . . . . . . . . . . . . 307--315
                      Anonymous   Announcement . . . . . . . . . . . . . . 316--316

Educational Studies in Mathematics
Volume 27, Number 4, December, 1994

                   Leone Burton   Guest editorial  . . . . . . . . . . . . 317--319
                 Andrew Waywood   Informal writing-to-learn as a dimension
                                  of a student profile . . . . . . . . . . 321--340
 Marja Van Den Heuvel-Panhuizen   Improvement of (didactical) assessment
                                  by improvement of problems: An attempt
                                  with respect to percentage . . . . . . . 341--372
               Chris Haines and   
                     John Izard   Assessing mathematical communications
                                  about projects and investigations  . . . 373--386
                Will Morony and   
                   Kevin Olssen   Support for informal assessment in
                                  mathematics in the context of standards
                                  referenced reporting . . . . . . . . . . 387--399
           Josep M. Fortuny and   
     Joaquim Giménez and   
                  Claudi Alsina   Integrated assessment on mathematics
                                  12--16 . . . . . . . . . . . . . . . . . 401--412
              Howard Tanner and   
                    Sonia Jones   Using peer and self-assessment to
                                  develop modelling skills with students
                                  aged 11 to 16: A socio-constructive view 413--431
                Kenneth Ruthven   Better judgement: Rethinking assessment
                                  in mathematics education . . . . . . . . 433--450
                      Anonymous   Announcement . . . . . . . . . . . . . . 451--451
                      Anonymous   Call for papers  . . . . . . . . . . . . 452--452


Educational Studies in Mathematics
Volume 28, Number 1, January, 1995

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . v--v
            Ma Tzu-Lin Yang and   
                      Paul Cobb   A cross-cultural investigation into the
                                  development of place-value concepts of
                                  children in Taiwan and the United States 1--33
           Edward A. Silver and   
          Shukkwan S. Leung and   
                      Jinfa Cai   Generating multiple solutions for a
                                  problem: A comparison of the responses
                                  of U.S. and Japanese students  . . . . . 35--54
             Siegbert Smidt and   
                  Werner Weiser   Semantic structures of one-step word
                                  problems involving multiplication or
                                  division . . . . . . . . . . . . . . . . 55--72
                   Aline Robert   Analyse des discours non strictement
                                  mathématiques accompagnant des cours de
                                  mathématiques. (French) [Analysis of
                                  non-strictly mathematical discourses
                                  accompanying mathematics courses]  . . . 73--86
                       G. Hanna   Book review  . . . . . . . . . . . . . . 87--90
                      Anonymous   The International Commission on
                                  Mathematical Instruction . . . . . . . . 91--98
                      Anonymous   Announcement . . . . . . . . . . . . . . 99--99

Educational Studies in Mathematics
Volume 28, Number 2, March, 1995

    Adalira Sáenz-Ludlow   Ann's fraction schemes . . . . . . . . . 101--132
        Richard J. Phillips and   
                Daniel Pead and   
                 John Gillespie   Evolving strategies for using
                                  interactive video resources in
                                  mathematics classrooms . . . . . . . . . 133--154
      Cândida Moreira and   
                   Richard Noss   Understanding teachers' attitudes to
                                  change in a Logomathematics environment  155--176
       K. Jennifer Campbell and   
            Kevin F. Collis and   
                 Jane M. Watson   Visual processing during mathematical
                                  problem solving  . . . . . . . . . . . . 177--194

Educational Studies in Mathematics
Volume 28, Number 3, April, 1995

                    Gilah Leder   Guest editorial  . . . . . . . . . . . . 195--198
        Lindsay Anne Tartre and   
              Elizabeth Fennema   Mathematics achievement and gender: A
                                  longitudinal study of selected cognitive
                                  and affective variables [grades 6--12]   199--217
               Helen J. Forgasz   Gender and the relationship between
                                  affective beliefs and perceptions of
                                  grade 7 mathematics classroom learning
                                  environments . . . . . . . . . . . . . . 219--239
          Monique Boekaerts and   
             Gerard Seegers and   
                Harriet Vermeer   Solving math problems: Where and why
                                  does the solution process go astray? . . 241--262
             James K. Taole and   
          Marlies Zonneveld and   
          Lebohang Letsie-Taole   Gender interaction in mathematics
                                  classrooms: Reflection and
                                  transformation . . . . . . . . . . . . . 263--274
                   Leone Burton   Moving towards a feminist epistemology
                                  of mathematics . . . . . . . . . . . . . 275--291
                 Bill Atweh and   
                     Tom Cooper   The construction of gender, social class
                                  and mathematics in the classroom . . . . 293--310
                  Claudie Solar   An inclusive pedagogy in mathematics
                                  education  . . . . . . . . . . . . . . . 311--333

Educational Studies in Mathematics
Volume 28, Number 4, June, 1995

               Celia Hoyles and   
                Marilyn Nickson   Stieg Mellin--Olsen  . . . . . . . . . . 335--336
                 Regis Gras and   
               Andre Totohasina   Conceptions d'él\`eves sur la notion de
                                  probabilité conditionnelle révélées par une
                                  méthode d'analyse des données: Implication
                                  --- similarité --- corrélation. (French)
                                  [Student concepts on the idea of
                                  conditional probability revealed by a
                                  method of data analysis: Implication ---
                                  similarity --- correlation]  . . . . . . 337--363
           Elizabeth Warren and   
                    Lyn English   Facility with plane shapes: A
                                  multifaceted skill . . . . . . . . . . . 365--383
                   Roberta Mura   Images of mathematics held by university
                                  teachers of mathematics education  . . . 385--399
                Nira Hativa and   
                    Dorit Cohen   Self learning of negative number
                                  concepts by lower division elementary
                                  students through solving
                                  computer-provided numerical problems . . 401--431
                      Anonymous   Announcement . . . . . . . . . . . . . . 433--433


Educational Studies in Mathematics
Volume 29, Number 1, July, 1995

                Ruhama Even and   
                    Dina Tirosh   Subject-matter knowledge and knowledge
                                  about students as sources of teacher
                                  presentations of the subject-matter  . . 1--20
                 John Berry and   
                    Ken Houston   Students using posters as a means of
                                  communication and assessment . . . . . . 21--27
           Efraim Fischbein and   
                Ruth Jehiam and   
                    Dorit Cohen   The concept of irrational numbers in
                                  high-school students and prospective
                                  teachers . . . . . . . . . . . . . . . . 29--44
             Klaus Hasemann and   
                Helen Mansfield   Concept mapping in research on
                                  mathematical knowledge development:
                                  Background, methods, findings and
                                  conclusions  . . . . . . . . . . . . . . 45--72
                    Frank Swetz   To know and to teach: Mathematical
                                  pedagogy from a historical context . . . 73--88
                      Anonymous   Announcement . . . . . . . . . . . . . . 89--92

Educational Studies in Mathematics
Volume 29, Number 2, September, 1995

                  Tommy Dreyfus   Guest editorial  . . . . . . . . . . . . 93--95
                     David Pimm   The advance party  . . . . . . . . . . . 97--122
                John Selden and   
                   Annie Selden   Unpacking the logic of mathematical
                                  statements . . . . . . . . . . . . . . . 123--151
                  Uri Leron and   
                Orit Hazzan and   
                    Rina Zazkis   Learning group isomorphism: A crossroads
                                  of many concepts . . . . . . . . . . . . 153--174
                Jean-luc Dorier   Meta level in the teaching of unifying
                                  and generalizing concepts in mathematics 175--197
              Renuka Vithal and   
          Iben Christiansen and   
                  Ole Skovsmose   Project work in university mathematics
                                  education  . . . . . . . . . . . . . . . 199--223

Educational Studies in Mathematics
Volume 29, Number 3, October, 1995

          T. A. Triandafillidis   Circumventing visual limitations in
                                  teaching the geometry of shapes  . . . . 225--235
          Alistair McIntosh and   
             Nobuhiko Nohda and   
            Barbara J. Reys and   
                 Robert E. Reys   Mental computation performance in
                                  Australia, Japan and the United States   237--258
             Baruch Schwarz and   
                  Tommy Dreyfus   New actions upon old objects: A new
                                  ontological perspective on functions . . 259--291
                       T. Nunes   Book review  . . . . . . . . . . . . . . 293--294
                      Anonymous   Erratum  . . . . . . . . . . . . . . . . 295--295

Educational Studies in Mathematics
Volume 29, Number 4, December, 1995

                W. Dörfler   Editorial  . . . . . . . . . . . . . . . iii--iii
                 F. K. S. Leung   The mathematics classroom in Beijing,
                                  Hong Kong and London . . . . . . . . . . 297--325
                    Tim Rowland   Hedges in mathematics talk: Linguistic
                                  pointers to uncertainty  . . . . . . . . 327--353
             Erich Ch. Wittmann   Mathematics education as a `design
                                  science' . . . . . . . . . . . . . . . . 355--374


Educational Studies in Mathematics
Volume 30, Number 1, January, 1996

                Kenneth Ruthven   Editorial  . . . . . . . . . . . . . . . 1--2
                      Anonymous   Announcement . . . . . . . . . . . . . . 3--4
             Anne Pitkethly and   
                 Robert Hunting   A review of recent research in the area
                                  of initial fraction concepts . . . . . . 5--38
           Liora Linchevski and   
             Nicolas Herscovics   Crossing the cognitive gap between
                                  arithmetic and algebra: Operating on the
                                  unknown in the context of equations  . . 39--65
        Grayson H. Wheatley and   
                  Anne Reynolds   The construction of abstract units in
                                  geometric and numeric settings . . . . . 67--83
                     Terry Wood   Events in learning mathematics: Insights
                                  from research in classrooms  . . . . . . 85--105
                      Anonymous   Erratum  . . . . . . . . . . . . . . . . 107--107

Educational Studies in Mathematics
Volume 30, Number 2, March, 1996

         Rosa Maria Bottino and   
             Fulvia Furinghetti   The emerging of teachers' conceptions of
                                  new subjects inserted in mathematics
                                  programs: the case of informatics  . . . 109--134
             Lyn D. English and   
              Patrick V. Sharry   Analogical reasoning and the development
                                  of algebraic abstraction . . . . . . . . 135--157
                    Ted Hodgson   Students' ability to visualize set
                                  expressions: An initial investigation    159--178
                     Joe Relich   Gender, self-concept and teachers of
                                  mathematics: Effects on attitudes to
                                  teaching and learning  . . . . . . . . . 179--195
                Martin A. Simon   Beyond inductive and deductive
                                  reasoning: The search for a sense of
                                  knowing  . . . . . . . . . . . . . . . . 197--210
                      Anonymous   Announcement . . . . . . . . . . . . . . 211--211

Educational Studies in Mathematics
Volume 30, Number 3, April, 1996

                  Paul Cobb and   
               Joy W. Whitenack   A method for conducting longitudinal
                                  analyses of classroom videorecordings
                                  and transcripts  . . . . . . . . . . . . 213--228
              Merrilyn Goos and   
                Peter Galbraith   Do it this way! Metacognitive strategies
                                  in collaborative mathematical problem
                                  solving  . . . . . . . . . . . . . . . . 229--260
                 Gerard Sensevy   Fabrication de probl\`emes de fraction
                                  par des éléves \`a la fin de
                                  l'enseignement élémentaire. (French)
                                  [Manufacturing of fraction problems by
                                  pupils at the end of elementary
                                  education] . . . . . . . . . . . . . . . 261--288
                Woo-Hyung Whang   The influence of English--Korean
                                  bilingualism in solving mathematics word
                                  problems . . . . . . . . . . . . . . . . 289--312

Educational Studies in Mathematics
Volume 30, Number 4, June, 1996

        Douglas H. Clements and   
        Michael T. Battista and   
               Julie Sarama and   
              Sudha Swaminathan   Development of turn and turn measurement
                                  concepts in a computer-based
                                  instructional unit . . . . . . . . . . . 313--337
           Sara Hershkovitz and   
                  Pearla Nesher   The role of schemes in designing
                                  computerized environments  . . . . . . . 339--366
                 Antoine Dagher   Apprentissage dans un environnement
                                  informatique: possibilité nature
                                  transfert des acquis. (French) [Learning
                                  in a computer environment: native
                                  opportunity for transferring acquired
                                  knowledge] . . . . . . . . . . . . . . . 367--398
             Heather McLeay and   
                  David Piggins   The mental manipulation of $2$-D
                                  representations of knots as deformable
                                  structures . . . . . . . . . . . . . . . 399--414
                      Anonymous   Call for papers  . . . . . . . . . . . . 415--415


Educational Studies in Mathematics
Volume 31, Number 1--2, September, 1996

                 Stephen Lerman   Guest editorial  . . . . . . . . . . . . 1--9
       Maria G. Bartolini Bussi   Mathematical discussion and perspective
                                  drawing in primary school  . . . . . . . 11--41
               Kathryn Crawford   Vygotskian approaches in human
                                  development in the information era . . . 43--62
         Catherine A. Brown and   
             Mary Kay Stein and   
              Ellice Ann Forman   Assisting teachers and students to
                                  reform the mathematics classroom . . . . 63--93
              Robyn Zevenbergen   Constructivism as a liberal bourgeois
                                  discourse  . . . . . . . . . . . . . . . 95--113
                     Tony Brown   The phenomenology of the mathematics
                                  classroom  . . . . . . . . . . . . . . . 115--150
           Peter Charles Taylor   Mythmaking and mythbreaking in the
                                  mathematics classroom  . . . . . . . . . 151--173
        Joanna O. Masingila and   
           Susana Davidenko and   
            Ewa Prus-Wisniowska   Mathematics learning and practice in and
                                  out of school: A framework for
                                  connecting these experiences . . . . . . 175--200
                    Bill Barton   Making sense of ethnomathematics:
                                  Ethnomathematics is making sense . . . . 201--233

Educational Studies in Mathematics
Volume 31, Number 3, October, 1996

                      Anonymous   Publisher's note . . . . . . . . . . . . iii--iii
             Annette Baturo and   
                      Rod Nason   Student teachers' subject matter
                                  knowledge within the domain of area
                                  measurement  . . . . . . . . . . . . . . 235--268
              Kazuhiko Nunokawa   Applying Lakatos' theory to the theory
                                  of mathematical problem solving  . . . . 269--293
              Douglas R. Franks   A situational study of the meanings of
                                  personal excellence for secondary
                                  mathematics teachers and students  . . . 295--317
           Marcelo C. Borba and   
                   Jere Confrey   A student's construction of
                                  transformations of functions in a
                                  multiple representational environment    319--337
                  David Wheeler   Book review  . . . . . . . . . . . . . . 339--348

Educational Studies in Mathematics
Volume 31, Number 4, December, 1996

                 Glenda Anthony   Active learning in a constructivist
                                  framework  . . . . . . . . . . . . . . . 349--369
                       Bob Burn   What are the fundamental concepts of
                                  group theory?  . . . . . . . . . . . . . 371--377
                         Xin Ma   The effects of cooperative homework on
                                  mathematics achievement of Chinese high
                                  school students  . . . . . . . . . . . . 379--387
                   Paul Dowling   A sociological analysis of school
                                  mathematics texts  . . . . . . . . . . . 389--415


Educational Studies in Mathematics
Volume 32, Number 1, January, 1997

               Theo Wubbels and   
             Fred Korthagen and   
                Harrie Broekman   Preparing teachers for realistic
                                  mathematics education  . . . . . . . . . 1--28
             Zvia Markovits and   
               Rina Hershkowitz   Relative and absolute thinking in visual
                                  estimation processes . . . . . . . . . . 29--47
               Heinz Steinbring   Epistemological investigation of
                                  classroom interaction in elementary
                                  mathematics teaching . . . . . . . . . . 49--92

Educational Studies in Mathematics
Volume 32, Number 2, February, 1997

            Graham A. Jones and   
        Cynthia W. Langrall and   
          Carol A. Thornton and   
              A. Timothy Mogill   A framework for assessing and nurturing
                                  young children's thinking in probability 101--125
            Sylvine Schmidt and   
                 Nadine Bednarz   Raisonnements arithmétiques et algébriques
                                  dans un contexte de résolution de
                                  probl\`emes: difficultés rencontrées par
                                  les futurs enseignants. (French)
                                  [Arithmetic and algebraic reactions in a
                                  context of problem solving: difficulties
                                  encountered by future teachers]  . . . . 127--155
               Junichi Hasegawa   Concept formation of triangles and
                                  quadrilaterals in the second grade . . . 157--179
            Carmen Batanero and   
    Virginia Navarro-Pelayo and   
                 Juan D. Godino   Effect of the implicit combinatorial
                                  model on combinatorial reasoning in
                                  secondary school pupils  . . . . . . . . 181--199

Educational Studies in Mathematics
Volume 32, Number 3, March, 1997

                  Olive Chapman   Metaphors in the Teaching of
                                  Mathematical Problem Solving . . . . . . 201--228
         Zemira R. Mevarech and   
               Bracha Kramarsky   From verbal descriptions to graphic
                                  representations: Stability and change in
                                  students' alternative conceptions  . . . 229--263
                  Uri Leron and   
                    Orit Hazzan   The World According to Johnny; A Coping
                                  Perspective in Mathematics Education . . 265--292


Educational Studies in Mathematics
Volume 33, Number 1, June, 1997

           Mollie MacGregor and   
                    Kaye Stacey   Students' understanding of algebraic
                                  notation: 11--15 . . . . . . . . . . . . 1--19
              Gilbert Arsac and   
                   Michel Mante   Situations d'initiation au raisonnement
                                  déductif. (French) [Situations of
                                  initiation to deductive reasoning] . . . 21--43
                Agnieszka Demby   Algebraic procedures used by
                                  13-to-15-year-olds . . . . . . . . . . . 45--70
                  Wim Haeck and   
                   Nan Yeld and   
             Jurie Conradie and   
            Neill Robertson and   
                 Adrienne Shall   A developmental approach to mathematics
                                  testing for university admissions and
                                  course placement . . . . . . . . . . . . 71--91

Educational Studies in Mathematics
Volume 33, Number 2, July, 1997

         Ricardo Nemirovsky and   
                    Tracy Noble   On Mathematical Visualization and the
                                  Place Where We Live  . . . . . . . . . . 99--131
              Mich\`ele Artigue   Le logiciel `Derive' comme révélateur de
                                  phenom\`enes didactiques liés \`a
                                  l'utilisation d'environnements
                                  informatiques pour l'apprentissage.
                                  (French) [The Derive software as a
                                  developer of didactic phenomena related
                                  to the use of computing environments for
                                  learning]  . . . . . . . . . . . . . . . 133--169
                   Uri Wilensky   What is Normal Anyway? Therapy for
                                  Epistemological Anxiety  . . . . . . . . 171--202
               Richard Noss and   
                 Lulu Healy and   
                   Celia Hoyles   The Construction of Mathematical
                                  Meanings: Connecting the Visual with the
                                  Symbolic . . . . . . . . . . . . . . . . 203--233

Educational Studies in Mathematics
Volume 33, Number 3, September, 1997

                     Jill Adler   A Participatory--Inquiry Approach And
                                  The Mediation Of Mathematical Knowledge
                                  In A Multilingual Classroom  . . . . . . 235--258
                   David Slavit   An Alternate Route to the Reification of
                                  Function . . . . . . . . . . . . . . . . 259--281
        Randall P. Dahlberg and   
               David L. Housman   Facilitating Learning Events Through
                                  Example Generation . . . . . . . . . . . 283--299
           Leslie Aspinwall and   
            Kenneth L. Shaw and   
               Norma C. Presmeg   Uncontrollable Mental Imagery: Graphical
                                  Connections Between A Function And Its
                                  Derivative . . . . . . . . . . . . . . . 301--317
             Sudhir K. Goel and   
           Michael S. Robillard   The Equation: $ - 2 = ( - 8)^{1 / 3} = (
                                  - 8)^{2 / 6} = [( - 8)^2]^{1 / 6} = 2 $  319--320
                Dina Tirosh and   
                    Ruhama Even   To Define or Not to Define: The Case of
                                  $ ( - 8)^{1 / 3} $ . . . . . . . . . . . 321--330


Educational Studies in Mathematics
Volume 34, Number 1, October, 1997

          Iben Maj Christiansen   When Negotiation of Meaning is also
                                  Negotiation of Task  . . . . . . . . . . 1--25
           Efraim Fischbein and   
                 Aline Grossman   Schemata and Intuitions in Combinatorial
                                  Reasoning  . . . . . . . . . . . . . . . 27--47
            James P. Byrnes and   
                    Li Hong and   
                  Shaoying Xing   Gender Differences on the Math Subtest
                                  of the Scholastic Aptitude Test may be
                                  Culture-Specific . . . . . . . . . . . . 49--66
                  Lucie DeBlois   Trois él\`eves en difficulté devant des
                                  situations de réunion et de complément
                                  d'ensembles. (French) [Three students in
                                  difficulty in situations of union and
                                  complement of sets]  . . . . . . . . . . 67--96

Educational Studies in Mathematics
Volume 34, Number 2, November, 1997

                  Shlomo Vinner   The Pseudo-Conceptual and the
                                  Pseudo-Analytical Thought Processes in
                                  Mathematics Learning . . . . . . . . . . 97--129
              Renuka Vithal and   
                  Ole Skovsmose   The End of Innocence: A Critique of
                                  `Ethnomathematics' . . . . . . . . . . . 131--157
          Susan E. B. Pirie and   
                  Lyndon Martin   The Equation, the Whole Equation and
                                  Nothing But the Equation! One Approach
                                  to the Teaching of Linear Equations  . . 159--181

Educational Studies in Mathematics
Volume 34, Number 3, December, 1997

                 Lyn D. English   The Development of Fifth-Grade
                                  Children's Problem-Posing Abilities  . . 183--217
  Maria Alessandra Mariotti and   
               Efraim Fischbein   Defining in Classroom Activities . . . . 219--248
                Ed Dubinsky and   
          Jennie Dautermann and   
                  Uri Leron and   
                    Rina Zazkis   A Reaction to Burn's ``What Are The
                                  Fundamental Concepts of Group Theory?''  249--253
                John Fauvel and   
                 Jan van Maanen   The role of the history of mathematics
                                  in the teaching and learning of
                                  mathematics: Discussion Document for an
                                  ICMI Study (1997--2000)  . . . . . . . . 255--259


Educational Studies in Mathematics
Volume 35, Number 1, January, 1998

              Moyra Ruffell and   
                 John Mason and   
                  Barbara Allen   Studying attitude to mathematics . . . . 1--18
                   Barry Cooper   Assessing National Curriculum
                                  Mathematics in England: Exploring
                                  Children's Interpretation of Key Stage 2
                                  Tests in Clinical Interviews . . . . . . 19--49
                Dina Tirosh and   
                Ruhama Even and   
                 Naomi Robinson   Simplifying Algebraic Expressions:
                                  Teacher Awareness and Teaching
                                  Approaches . . . . . . . . . . . . . . . 51--64
               Dirk De Bock and   
         Lieven Verschaffel and   
                  Dirk Janssens   The Predominance of the Linear Model in
                                  Secondary School Students' Solutions of
                                  Word Problems Involving Length and Area
                                  of Similar Plane Figures . . . . . . . . 65--83
            Terezinha Nunes and   
               Constanza Moreno   The signed algorithm and its bugs  . . . 85--92
                  Ian Stevenson   Radical Constructivism. Ernst von
                                  Glasersfeld  . . . . . . . . . . . . . . 93--104

Educational Studies in Mathematics
Volume 35, Number 2, February, 1998

                  Kay Owens and   
                  Bob Perry and   
                John Conroy and   
             Noel Geoghegan and   
                     Peter Howe   Responsiveness and Affective Processes
                                  in the Interactive Construction of
                                  Understanding in Mathematics . . . . . . 105--127
            Sylvie Coppé   Composantes Privées et Publiques du
                                  Travail de l'Él\`eve en Situation de
                                  Devoir Surveillé de Mathématiques.
                                  (French) [Private and Public Components
                                  of Student Work in Supervised
                                  Mathematics] . . . . . . . . . . . . . . 129--151
Adalira Sáenz-Ludlow and   
            Catherine Walgamuth   Third Graders' Interpretations of
                                  Equality and the Equal Symbol  . . . . . 153--187
        George N. Philippou and   
          Constantinos Christou   The Effects of a Preparatory Mathematics
                                  Program in Changing Prospective
                                  Teachers' Attitudes Towards Mathematics  189--206

Educational Studies in Mathematics
Volume 35, Number 3, March, 1998

   Núria Gorgorió   Exploring the Functionality of Visual
                                  and Non-Visual Strategies in Solving
                                  Rotation Problems  . . . . . . . . . . . 207--231
César Sáenz Castro   Teaching Probability for Conceptual
                                  Change: La Enseñanza de la Probabilidad
                                  por Cambio Conceptual  . . . . . . . . . 233--254
                    Gilli Shama   Understanding Periodicity as a Process
                                  with a Gestalt Structure . . . . . . . . 255--281
            Jacinthe Giroux and   
               Gis\`ele Lemoyne   Coordination of Knowledge of Numeration
                                  and Arithmetic Operations on First Grade
                                  Students . . . . . . . . . . . . . . . . 283--301
              Rijkje Dekker and   
          Marianne Elshout-Mohr   A Process Model for Interaction and
                                  Mathematical Level Raising . . . . . . . 303--314


Educational Studies in Mathematics
Volume 36, Number 1, June, 1998

                      Anonymous   Editorial  . . . . . . . . . . . . . . . VII--VII
               Christoph Selter   Building on Children's Mathematics --- a
                                  Teaching Experiment in Grade Three . . . 1--27
                 Mal Shield and   
                Peter Galbraith   The Analysis of Student Expository
                                  Writing in Mathematics . . . . . . . . . 29--52
                 Karen Newstead   Aspects of Children's Mathematics
                                  Anxiety  . . . . . . . . . . . . . . . . 53--71
                    Rina Zazkis   Odds and Ends of Odds and Evens: An
                                  Inquiry Into Students' Understanding of
                                  Even and Odd Numbers . . . . . . . . . . 73--89
                      Anonymous   ICMI Study on the Teaching and Learning
                                  of Mathematics At University Level . . . 91--103

Educational Studies in Mathematics
Volume 36, Number 2, July, 1998

                Kenneth Ruthven   Advice to Prospective Authors  . . . . . III--IV
              Stefano Pozzi and   
               Richard Noss and   
                   Celia Hoyles   Tools in practice, mathematics in use    105--122
                Mary E. Brenner   Meaning and Money  . . . . . . . . . . . 123--155
         Gloria A. Stillman and   
             Peter L. Galbraith   Applying mathematics with real world
                                  connections: metacognitive
                                  characteristics of secondary students    157--194
                     Gila Hanna   Book Review: Akihori Kanamori (Guest
                                  editor), \booktitleProof and Progress in
                                  Mathematics Synthese: An International
                                  Journal for Epistemology, Methodology
                                  and Philosophy of Science  . . . . . . . 197--200

Educational Studies in Mathematics
Volume 36, Number 3, September, 1998

               Mohan Chinnappan   Schemas and mental models in geometry
                                  problem solving  . . . . . . . . . . . . 201--217
             Tracy Goodson-Espy   The roles of reification and reflective
                                  abstraction in the development of
                                  abstract thought: Transitions from
                                  arithmetic to algebra  . . . . . . . . . 219--245
            David Ben-Chaim and   
               James T. Fey and   
      William M. Fitzgerald and   
        Catherine Benedetto and   
                    Jane Miller   Proportional Reasoning among 7th Grade
                                  Students with Different Curricular
                                  Experiences  . . . . . . . . . . . . . . 247--273
            Peter Galbraith and   
                   Chris Haines   Disentangling the Nexus: Attitudes to
                                  Mathematics and Technology in a Computer
                                  Learning Environment . . . . . . . . . . 275--290
                      Anonymous   Book Review  . . . . . . . . . . . . . . 291--298
                      Anonymous   Corrigendum  . . . . . . . . . . . . . . 299--299


Educational Studies in Mathematics
Volume 37, Number 1, October, 1998

                      Anonymous   Advice to Prospective Authors  . . . . . 1--6
           Efraim Fischbein and   
                 Madlen Baltsan   The Mathematical Concept of set and the
                                  `Collection' Model . . . . . . . . . . . 1--22
                      Anonymous   Editorial  . . . . . . . . . . . . . . . 7--8
                      Anonymous   An appreciation of Efraim Fischbein,
                                  1920--1998 . . . . . . . . . . . . . . . 9--10
                    Uwe Gellert   Prospective elementary teachers'
                                  comprehension of mathematics instruction 23--43
                  Cynthia Nicol   Learning to Teach Mathematics:
                                  Questioning, Listening, and Responding   45--66
Yudariah bt. Mohammad Yusof and   
                     David Tall   Changing Attitudes to University
                                  Mathematics Through Problem Solving  . . 67--82
                  O. A. Adedayo   Differential effectiveness by gender of
                                  instructional methods on achievement in
                                  mathematics at tertiary level  . . . . . 83--91
                      Anonymous   A Call for Papers  . . . . . . . . . . . 93--94

Educational Studies in Mathematics
Volume 37, Number 2, November, 1998

                Kenneth Ruthven   Advice to Prospective Authors  . . . . . i--iv
   David Williamson Shaffer and   
                 James J. Kaput   Mathematics and Virtual Culture: an
                                  Evolutionary Perspective on Technology
                                  and Mathematics Education  . . . . . . . 97--119
                   Leone Burton   The Practices of Mathematicians: What do
                                  They Tell us About Coming to Know
                                  Mathematics? . . . . . . . . . . . . . . 121--143
             Jane M. Watson and   
             Jonathan B. Moritz   The Beginning of Statistical Inference:
                                  Comparing two Data Sets  . . . . . . . . 145--168
           Judit N. Moschkovich   Students' use of the $x$-intercept as an
                                  instance of a transitional conception    169--197

Educational Studies in Mathematics
Volume 37, Number 3, December, 1998

         Elizabeth Smith Senger   Reflective Reform in Mathematics: The
                                  Recursive Nature of Teacher Change . . . 199--221
           M. Kathleen Heid and   
           Glendon W. Blume and   
            Rose Mary Zbiek and   
             Barbara S. Edwards   Factors that influence teachers learning
                                  to do interviews to understand students'
                                  mathematical understandings  . . . . . . 223--249
                   David Slavit   The role of operation sense in
                                  transitions from arithmetic to algebraic
                                  thought  . . . . . . . . . . . . . . . . 251--274
             Dimitris Chassapis   The mediation of tools in the
                                  development of formal mathematical
                                  concepts: The compass and the circle as
                                  an example . . . . . . . . . . . . . . . 275--293
                      Anonymous   Book Review  . . . . . . . . . . . . . . 295--299


Educational Studies in Mathematics
Volume 38, Number 1--3, March, 1999

                    Dina Tirosh   Forms of Mathematical Knowledge:
                                  Learning and Teaching with Understanding 1--9
               Efraim Fischbein   Intuitions and Schemata in Mathematical
                                  Reasoning  . . . . . . . . . . . . . . . 11--50
                Dina Tirosh and   
                     Ruth Stavy   Intuitive rules: A way to explain and
                                  predict students' reasoning  . . . . . . 51--66
                    Paul Ernest   Forms of Knowledge in Mathematics and
                                  Mathematics Education: Philosophical and
                                  Rhetorical Perspectives  . . . . . . . . 67--83
                  Tommy Dreyfus   Why Johnny Can't Prove . . . . . . . . . 85--109
                 Eddie Gray and   
               Marcia Pinto and   
              Demetra Pitta and   
                     David Tall   Knowledge construction and diverging
                                  thinking in elementary & advanced
                                  mathematics  . . . . . . . . . . . . . . 111--133
                 John Mason and   
                    Mary Spence   Beyond mere knowledge of mathematics:
                                  The importance of knowing-to act in the
                                  moment . . . . . . . . . . . . . . . . . 135--161
               Thomas J. Cooney   Conceptualizing Teachers' Ways of
                                  Knowing  . . . . . . . . . . . . . . . . 163--187
                   Anna Graeber   Forms of Knowing Mathematics: What
                                  Preservice Teachers Should Learn . . . . 189--208
                  Pessia Tsamir   The Transition from Comparison of Finite
                                  to the Comparison of Infinite Sets:
                                  Teaching Prospective Teachers  . . . . . 209--234
                    Ruhama Even   Integrating academic and practical
                                  knowledge in a teacher leaders'
                                  development program  . . . . . . . . . . 235--252


Educational Studies in Mathematics
Volume 39, Number 1--3, June, 1999

              Carlo Dapueto and   
                  Laura Parenti   Contributions and Obstacles of Contexts
                                  in the Development of Mathematical
                                  Knowledge  . . . . . . . . . . . . . . . 1--21
                      Anonymous   Guest Editorial  . . . . . . . . . . . . 5--8
                     Jeff Evans   Building Bridges: Reflections on the
                                  problem of transfer of learning in
                                  mathematics  . . . . . . . . . . . . . . 23--44
Rafael E. Núñez and   
          Laurie D. Edwards and   
       João Filipe Matos   Embodied cognition as grounding for
                                  situatedness and context in mathematics
                                  education  . . . . . . . . . . . . . . . 45--65
   Maria G. Bartolini Bussi and   
                  Mara Boni and   
               Franca Ferri and   
                Rossella Garuti   Early approach to theoretical thinking:
                                  gears in primary school  . . . . . . . . 67--87
                    Nadia Douek   Argumentation and Conceptualization in
                                  Context: a Case Study on Sunshadows in
                                  Primary School . . . . . . . . . . . . . 89--110
          Koeno Gravemeijer and   
                Michiel Doorman   Context Problems in Realistic
                                  Mathematics Education: A Calculus Course
                                  as an Example  . . . . . . . . . . . . . 111--129
           Liora Linchevski and   
                Julian Williams   Using Intuition From Everyday Life in
                                  `Filling' the gap in Children's
                                  Extension of Their Number Concept to
                                  Include the Negative Numbers . . . . . . 131--147
           Rina Hershkowitz and   
                 Baruch Schwarz   The emergent perspective in rich
                                  learning environments: Some roles of
                                  tools and activities in the construction
                                  of sociomathematical norms . . . . . . . 149--166
     Susan Molyneux-Hodgson and   
              Teresa Rojano and   
        Rosamund Sutherland and   
                   Sonia Ursini   Mathematical Modelling: the Interaction
                                  of Culture and Practice  . . . . . . . . 167--183
          Michal Yerushalmy and   
                Shoshana Gilead   Structures of Constant Rate Word
                                  Problems: A functional approach analysis 185--203
                    Tine Wedege   To know or not to know --- mathematics,
                                  that is a question of context  . . . . . 205--227
                   Corinne Hahn   Proportionnalité et pourcentage chez des
                                  apprentis vendeurs. Réflexion sur la
                                  relation mathématiques/réalité dans une
                                  formation `en alternance'. (French)
                                  [Proportionality and percentage among
                                  apprentice sellers. Reflection on the
                                  mathematical reality relationship in an
                                  `alternating' formation] . . . . . . . . 229--249


Educational Studies in Mathematics
Volume 40, Number 1, September, 1999

                Kenneth Ruthven   Advice to Prospective Authors  . . . . . v--vi
                    Mogens Niss   Aspects of the Nature and State of
                                  Research in Mathematics Education  . . . 1--24
               Richard Noss and   
              Stefano Pozzi and   
                   Celia Hoyles   Touching epistemologies: meanings of
                                  average and variation in nursing
                                  practice . . . . . . . . . . . . . . . . 25--51
                 Tony Brown and   
                 Frank Eade and   
                    Dave Wilson   Semantic Innovation: Arithmetical and
                                  Algebraic Metaphors Within Narratives of
                                  Learning . . . . . . . . . . . . . . . . 53--70
                    Orit Hazzan   Reducing Abstraction Level When Learning
                                  Abstract Algebra Concepts  . . . . . . . 71--90
                  Barbara Allen   Book Review: Keitel, C. (ed.),
                                  \booktitleSocial Justice and Mathematics
                                  Education  . . . . . . . . . . . . . . . 91--92
                    Lyn English   Book Review: Larochelle, M., Bednarz, N.
                                  and Garrison, J. (eds.),
                                  \booktitleConstructivism and Education   93--99

Educational Studies in Mathematics
Volume 40, Number 2, October, 1999

                Kenneth Ruthven   Advice to Prospective Authors  . . . . . iii--iv
                  Dagmar Neuman   Early learning and awareness of
                                  division: A phenomenographic approach    101--128
                    Per Frostad   Deaf children's use of cognitive
                                  strategies in simple arithmetic problems 129--153
               Murad Jurdak and   
                    Iman Shahin   An Ethnographic Study of the
                                  Computational Strategies of a Group of
                                  Young Street Vendors in Beirut . . . . . 155--172
           Liora Linchevski and   
                   Drora Livneh   Structure sense: The relationship
                                  between algebraic and numerical contexts 173--196
                    Rina Zazkis   Intuitive rules in number theory:
                                  Example of `The more of A, the more of
                                  B' rule implementation . . . . . . . . . 197--209

Educational Studies in Mathematics
Volume 40, Number 3, November, 1999

                Kenneth Ruthven   Advice to Prospective Authors  . . . . . iii--iv
                      Anonymous   Acknowledgements . . . . . . . . . . . . v--v
             Alice F. Artzt and   
          Eleanor Armour-Thomas   A Cognitive Model for Examining
                                  Teachers' Instructional Practice in
                                  Mathematics: A Guide for Facilitating
                                  Teacher Reflection . . . . . . . . . . . 211--235
             Marilyn P. Carlson   The Mathematical Behavior of Six
                                  Successful Mathematics Graduate
                                  Students: Influences Leading to
                                  Mathematical Success . . . . . . . . . . 237--258
                      Jo Boaler   Participation, Knowledge and Beliefs: A
                                  Community Perspective on Mathematics
                                  Learning . . . . . . . . . . . . . . . . 259--281
        Catherine Houdement and   
                  Alain Kuzniak   Un exemple de cadre conceptuel pour
                                  létude de l'enseignement de la géométrie en
                                  formation des ma\^\itres. (French) [An
                                  example of a conceptual framework for
                                  the study of teaching of geometry in
                                  teacher training]  . . . . . . . . . . . 283--312


Educational Studies in Mathematics
Volume 41, Number 1, January, 2000

                Kenneth Ruthven   Editorial  . . . . . . . . . . . . . . . vii--vii
                 Guida de Abreu   Relationships between macro and micro
                                  socio-cultural contexts: implications
                                  for the study of interactions in the
                                  mathematics classroom  . . . . . . . . . 1--29
        Douglas H. Clements and   
               Barbara A. Burns   Students' Development of Strategies for
                                  Turn and Angle Measure . . . . . . . . . 31--45
                 Mikio Miyazaki   Levels of Proof in Lower Secondary
                                  School Mathematics . . . . . . . . . . . 47--68
                    Anne Watson   Mathematics Teachers Acting as Informal
                                  Assessors: Practices, Problems and
                                  Recommendations  . . . . . . . . . . . . 69--91
                  Candia Morgan   Book Review: \booktitleLanguage in Use
                                  in Mathematics Classrooms: Developing
                                  Approaches to a Research Domain, H.
                                  Steinbring, M. G. Bartolini Bussi and A.
                                  Sierpi\'nska . . . . . . . . . . . . . . 93--99

Educational Studies in Mathematics
Volume 41, Number 2, February, 2000

               Lillie R. Albert   Outside-In--Inside-Out: Seventh-Grade
                                  Students' Mathematical Thought Processes 109--141
             Helen M. Doerr and   
                  Roxana Zangor   Creating Meaning for and with the
                                  Graphing Calculator  . . . . . . . . . . 143--163
                  Johan Lithner   Mathematical Reasoning in School Tasks   165--190
              Joachim Tiedemann   Gender-related beliefs of teachers in
                                  elementary school mathematics  . . . . . 191--207

Educational Studies in Mathematics
Volume 41, Number 3, March, 2000

     Michael C. Mitchelmore and   
                     Paul White   Development of angle concepts by
                                  progressive abstraction and
                                  generalisation . . . . . . . . . . . . . 209--238
                    Luc Trouche   La parabole du gaucher et de la
                                  casserole \`a bec verseur: \`etude des
                                  processus d'apprentissage dans un
                                  environnement de calculatrices
                                  symboliques. (French) [The parabola of
                                  the left-handed and spout-casserole:
                                  study of learning processes in an
                                  environment of symbolic calculators] . . 239--264
             Alan T. Graham and   
           Michael O. J. Thomas   Building a versatile understanding of
                                  algebraic variables with a graphic
                                  calculator . . . . . . . . . . . . . . . 265--282
            Anne M. Raymond and   
             Marylin Leinenbach   Collaborative action research on the
                                  learning and teaching of algebra: a
                                  story of one mathematics teacher's
                                  development  . . . . . . . . . . . . . . 283--307
                      Anonymous   Book Review  . . . . . . . . . . . . . . 309--310
                      Anonymous   One hundred years of \em L'enseignement
                                  mathématique. (French) [One hundred years
                                  of Mathematical Education] . . . . . . . 311--312


Educational Studies in Mathematics
Volume 42, Number 1, April, 2000

                Kenneth Ruthven   Advise to Prospective Authors  . . . . . v--vi
                Kenneth Ruthven   Editorial  . . . . . . . . . . . . . . . vii--vii
          Azita Manouchehri and   
                  Terry Goodman   Implementing Mathematics Reform: The
                                  Challenge Within . . . . . . . . . . . . 1--34
        Patricia A. Forster and   
                Peter C. Taylor   A multiple-perspective analysis of
                                  learning in the presence of technology   35--59
                  Donald Macnab   Raising standards in mathematics
                                  education: values, vision, and TIMSS . . 61--80
             Peter Huckstep and   
                    Tim Rowland   `Creative mathematics' --- real or
                                  rhetoric?  . . . . . . . . . . . . . . . 81--100
                    Alex Lawson   Book Review: Liping Ma,
                                  \booktitleKnowing and teaching
                                  elementary mathematics: Teachers'
                                  understanding of fundamental mathematics
                                  in China and the United States . . . . . 101--106

Educational Studies in Mathematics
Volume 42, Number 2, March, 2000

                 Pedro Cobo and   
               Josep M. Fortuny   Social interactions and cognitive
                                  effects in contexts of area-comparison
                                  problem solving  . . . . . . . . . . . . 115--140
                    A. Chronaki   Teaching maths through theme-based
                                  resources: Pedagogic style, `theme' and
                                  `maths' in lessons . . . . . . . . . . . 141--163
             Mary K. Porter and   
            Joanna O. Masingila   Examining the effects of writing on
                                  conceptual and procedural knowledge in
                                  calculus . . . . . . . . . . . . . . . . 165--177
                 Frank Monaghan   What difference does it make? Children's
                                  views of the differences between some
                                  quadrilaterals . . . . . . . . . . . . . 179--196
               Rodney E. McNair   Working in the Mathematics Frame:
                                  Maximizing the Potential to Learn From
                                  Students' Mathematics Classroom
                                  Discussions  . . . . . . . . . . . . . . 197--209
               Christoph Selter   Book Review: Verschaffel, L., Greer, B.,
                                  and de Corte, E., \booktitleMaking Sense
                                  of Word Problems . . . . . . . . . . . . 211--213
                      Anonymous   Discussion Document for the Twelfth ICMI
                                  Study  . . . . . . . . . . . . . . . . . 215--224

Educational Studies in Mathematics
Volume 42, Number 3, May, 2000

                      Anonymous   Advice to Prospective Authors  . . . . . iii--iv
             Jurie Conradie and   
                     John Frith   Comprehension tests in mathematics . . . 225--235
                   Luis Radford   Signs and meanings in students' emergent
                                  algebraic thinking: A semiotic analysis  237--268
            Cathy Arsenault and   
               Gis\`ele Lemoyne   Une introduction non classique aux
                                  algorithmes d'addition et de
                                  soustraction. (French) [An
                                  unconventional introduction to addition
                                  and subtraction algorithms]  . . . . . . 269--296
                      Anonymous   Announcement . . . . . . . . . . . . . . 297--297
                      Anonymous   Volume contents  . . . . . . . . . . . . 299--300


Educational Studies in Mathematics
Volume 43, Number 1, July, 2000

         Jean-baptiste Lagrange   L'intégration d'instruments informatiques
                                  dans l'enseignement: Une approche par
                                  les techniques. (French) [Integrating IT
                                  tools into teaching: An approach through
                                  technology]  . . . . . . . . . . . . . . 1--30
               Paul Andrews and   
                  Gillian Hatch   A comparison of Hungarian and English
                                  teachers' conceptions of mathematics and
                                  its teaching . . . . . . . . . . . . . . 31--64
            Susan H. Picker and   
                  John S. Berry   Investigating pupils' images of
                                  mathematicians . . . . . . . . . . . . . 65--94
              Klaus-D. Graf and   
          Frederick K. S. Leung   The Thirteenth ICMI Study on Mathematics
                                  Education in Different Cultural
                                  Traditions . . . . . . . . . . . . . . . 95--116
                      Anonymous   Instructions for Authors . . . . . . . . 117--124

Educational Studies in Mathematics
Volume 43, Number 2, September, 2000

              Michal Yerushalmy   Problem solving strategies and
                                  mathematical resources: A longitudinal
                                  view on problem solving in a function
                                  based approach to algebra  . . . . . . . 125--147
Inés María Gómez-Chacón   Affective influences in the knowledge of
                                  mathematics  . . . . . . . . . . . . . . 149--168
                    Elena Nardi   Mathematics Undergraduates' Responses to
                                  Semantic Abbreviations, `Geometric'
                                  Images and Multi-Level Abstractions in
                                  Group Theory . . . . . . . . . . . . . . 169--189
              Kathy Charles and   
                      Rod Nason   Young children's partitioning strategies 191--221

Educational Studies in Mathematics
Volume 43, Number 3, November, 2000

                      Anonymous   Editorial  . . . . . . . . . . . . . . . 223--224
            Patricia A. Forster   Katie thought she couldn't do it but now
                                  she knows she can  . . . . . . . . . . . 225--242
          Mamokgethi Setati and   
                     Jill Adler   Between languages and discourses:
                                  Language practices in primary
                                  multilingual mathematics classrooms in
                                  South Africa . . . . . . . . . . . . . . 243--269
                  Parmjit Singh   Understanding the concepts of proportion
                                  and ratio constructed by two grade six
                                  students . . . . . . . . . . . . . . . . 271--292
       Louis van Schalkwijk and   
                Theo Bergen and   
               Arnoud van Rooij   Learning to prove by investigations: a
                                  promising approach in Dutch secondary
                                  education  . . . . . . . . . . . . . . . 293--311
          Barbara M. Moskal and   
                Maria E. Magone   Making Sense of What Students Know:
                                  Examining the Referents, Relationships
                                  and Modes Students Displayed in Response
                                  to a Decimal Task  . . . . . . . . . . . 313--335
                      Anonymous   Volume contents  . . . . . . . . . . . . 337--338


Educational Studies in Mathematics
Volume 44, Number 1--3, December, 2000

                Keith Jones and   
Ángel Gutiérrez and   
      Maria Alessandra Mariotti   Guest Editorial  . . . . . . . . . . . . 1--3
                     Gila Hanna   Proof, Explanation and Exploration: An
                                  Overview . . . . . . . . . . . . . . . . 5--23
      Maria Alessandra Mariotti   Introduction to Proof: The Mediation of
                                  a Dynamic Software Environment . . . . . 25--53
                    Keith Jones   Providing a Foundation for Deductive
                                  Reasoning: Students' Interpretations
                                  when Using Dynamic Geometry Software and
                                  Their Evolving Mathematical Explanations 55--85
      Ramón Marrades and   
  Ángel Gutiérrez   Proofs produced by secondary school
                                  students learning geometry in a dynamic
                                  computer environment . . . . . . . . . . 87--125
                Nurit Hadas and   
           Rina Hershkowitz and   
              Baruch B. Schwarz   The role of contradiction and
                                  uncertainty in promoting the need to
                                  prove in Dynamic Geometry environments   127--150
                Colette Laborde   Dynamic Geometry Environments as a
                                  Source of Rich Learning Contexts for the
                                  Complex Activity of Proving  . . . . . . 151--161
                      Anonymous   Instructions for Authors . . . . . . . . 163--170


Educational Studies in Mathematics
Volume 45, Number 1--3, March, 2001

               Janet Aunley and   
                     Dave Pratt   Introducing a special issue on
                                  constructing meanings from data  . . . . 1--13
                    Brian Greer   Understanding probabilistic thinking:
                                  The legacy of Efraim Fischbein . . . . . 15--33
               Dani Ben-Zvi and   
                 Abraham Arcavi   Junior high school students'
                                  construction of global views of data and
                                  data representations . . . . . . . . . . 35--65
         Ricardo Nemirovsky and   
               Cornelia Tierney   Children creating ways to represent
                                  changing situations: On the development
                                  of homogeneous spaces  . . . . . . . . . 67--102
                Kay McClain and   
                      Paul Cobb   Supporting Students' Ability to Reason
                                  about Data . . . . . . . . . . . . . . . 103--129
               Janet Ainley and   
                 Dave Pratt and   
                    Elena Nardi   Normalising: Children's activity to
                                  construct meanings for trend . . . . . . 131--146
                      Anonymous   Instructions for Authors . . . . . . . . 147--154


Educational Studies in Mathematics
Volume 46, Number 1--3, March, 2001

             Carolyn Kieran and   
              Ellice Forman and   
                     Anna Sfard   Guest Editorial: Learning discourse:
                                  Sociocultural approaches to research in
                                  mathematics education  . . . . . . . . . 1--12
                     Anna Sfard   There is more to discourse than meets
                                  the ears: Looking at thinking as
                                  communicating to learn more about
                                  mathematical learning  . . . . . . . . . 13--57
                  Bert van Oers   Educational forms of initiation in
                                  mathematical culture . . . . . . . . . . 59--85
                 Stephen Lerman   Cultural, Discursive Psychology: A
                                  Sociocultural Approach to Studying the
                                  Teaching and Learning of Mathematics . . 87--113
              Ellice Forman and   
                   Ellen Ansell   The multiple voices of a mathematics
                                  classroom community  . . . . . . . . . . 115--142
                 M. C. O'Connor   ``Can any fraction be turned into a
                                  decimal?'' A case study of a
                                  mathematical group discussion  . . . . . 143--185
                 Carolyn Kieran   The mathematical discourse of
                                  13-year-old partnered problem solving
                                  and its relation to the mathematics that
                                  emerges  . . . . . . . . . . . . . . . . 187--228
                 Vicki Zack and   
                 Barbara Graves   Making mathematical meaning through
                                  dialogue: ``Once you think of it, the
                                  $Z$ minus three seems pretty weird'' . . 229--271
                   Celia Hoyles   From describing to designing
                                  mathematical activity: the next step in
                                  developing a social approach to research
                                  in mathematics education?  . . . . . . . 273--286
                    Falk Seeger   Research on Discourse in the Mathematics
                                  Classroom: A Commentary  . . . . . . . . 287--297
                      Anonymous   Instructions for Authors . . . . . . . . 299--306


Educational Studies in Mathematics
Volume 47, Number 1, May, 2001

                Anna Sierpinska   Editorial  . . . . . . . . . . . . . . . 1--5
Núria Gorgorió and   
            Núria Planas   Teaching Mathematics in Multilingual
                                  Classrooms . . . . . . . . . . . . . . . 7--33
          Frederick K. S. Leung   In Search of an East Asian Identity in
                                  Mathematics Education  . . . . . . . . . 35--51
             Ronald Keijzer and   
                     Jan Terwel   Audrey's acquisition of fractions: A
                                  case study into the learning of formal
                                  mathematics  . . . . . . . . . . . . . . 53--73
         Steven R. Williams and   
               Kathy M. C. Ivey   Affective Assessment and Mathematics
                                  Classroom Engagement: A Case Study . . . 75--100
              Jeremy Kilpatrick   Understanding mathematical literacy: The
                                  contribution of research . . . . . . . . 101--116
                      Anonymous   Instructions for Authors . . . . . . . . 117--124

Educational Studies in Mathematics
Volume 47, Number 2, July, 2001

                 Paulo Abrantes   Mathematical competence for all:
                                  Options, implications and obstacles  . . 125--143
               Christoph Selter   Addition and Subtraction of Three-digit
                                  Numbers: German Elementary Children's
                                  Success, Methods and Strategies  . . . . 145--173
              Patricia S. Moyer   Are We Having Fun Yet? How Teachers Use
                                  Manipulatives to Teach Mathematics . . . 175--197
                Kaye Stacey and   
                  Sue Helme and   
               Shona Archer and   
                Caroline Condon   The effect of epistemic fidelity and
                                  accessibility on teaching with physical
                                  materials: A comparison of two models
                                  for teaching decimal numeration  . . . . 199--221
              Iris Gulikers and   
                    Klaske Blom   `A historical angle', a survey of recent
                                  literature on the use and value of
                                  history in geometrical education . . . . 223--258

Educational Studies in Mathematics
Volume 47, Number 3, September, 2001

                Luciana Bazzini   From Grounding Metaphors to
                                  Technological Devices: A Call for
                                  Legitimacy in School Mathematics . . . . 259--271
            Amina Benbachir and   
                    Moncef Zaki   Production d'exemples et de
                                  contre-exemples en analyse: étude de cas
                                  en premi\`ere d'université. (French)
                                  [Production of examples and
                                  counterexamples in analysis: first-year
                                  university case study] . . . . . . . . . 273--295
               Murad Jurdak and   
                    Iman Shahin   Problem solving activity in the
                                  workplace and the school: The case of
                                  constructing solids  . . . . . . . . . . 297--315
                    Esther Kapa   A Metacognitive Support during the
                                  Process of Problem Solving in a
                                  Computerized Environment . . . . . . . . 317--336
                 Jane M. Watson   Longitudinal Development of Inferential
                                  Reasoning by School Students . . . . . . 337--372
                      Anonymous   Volume contents  . . . . . . . . . . . . 373--374


Educational Studies in Mathematics
Volume 48, Number 1, October, 2001

             Erich Ch. Wittmann   Developing mathematics education in a
                                  systemic process . . . . . . . . . . . . 1--20
                   Richard Noss   For a learnable mathematics in the
                                  digital cultures . . . . . . . . . . . . 21--46
             Jane M. Watson and   
             Jonathan B. Moritz   Development of reasoning associated with
                                  pictographs: Representing, interpreting,
                                  and predicting . . . . . . . . . . . . . 47--81
             Angel M. Recio and   
                 Juan D. Godino   Institutional and personal meanings of
                                  mathematical proof . . . . . . . . . . . 83--99
                    Keith Weber   Student difficulty in constructing
                                  proofs: The need for strategic knowledge 101--119
                      Anonymous   Instructions for Authors . . . . . . . . 121--128

Educational Studies in Mathematics
Volume 48, Number 2--3, November, 2001

                 David Tall and   
                    Dina Tirosh   Infinity --- The never-ending struggle   129--136
                 Israel Kleiner   History of the Infinitely Small and the
                                  Infinitely Large in Calculus . . . . . . 137--174
              Hans Niels Jahnke   Cantor's Cardinal and Ordinal
                                  Infinities: an Epistemological and
                                  Didactic View  . . . . . . . . . . . . . 175--197
                     David Tall   Natural and Formal Infinities  . . . . . 199--238
                  John Monaghan   Young Peoples' Ideas of Infinity . . . . 239--257
            Joanna Mamona-Downs   Letting the Intuitive bear on the
                                  Formal; A Didactical Approach for the
                                  Understanding of the Limit of a Sequence 259--288
                  Pessia Tsamir   When `The Same' is not perceived as
                                  such: The case of infinite sets  . . . . 289--307
               Efraim Fischbein   Tacit Models and Infinity  . . . . . . . 309--329
                      Anonymous   Contents of Volume 48  . . . . . . . . . 331--331


Educational Studies in Mathematics
Volume 49, Number 1, January, 2002

               Barry Cooper and   
                   Tony Harries   Children's Responses to Contrasting
                                  `Realistic' Mathematics Problems: Just
                                  how realistic are children ready to be?  1--23
              Markku S. Hannula   Attitude towards mathematics: emotions,
                                  expectations and values  . . . . . . . . 25--46
            Kenneth Ruthven and   
                  Sara Hennessy   A practitioner model of the use of
                                  computer-based tools and resources to
                                  support mathematics teaching and
                                  learning . . . . . . . . . . . . . . . . 47--88
                Bernard Sarrazy   Les hétérogénéités dans l'enseignement des
                                  mathématiques. (French) [Heterogeneities
                                  in the teaching of mathematics]  . . . . 89--117
             Orit Zaslavsky and   
                 Hagit Sela and   
                      Uri Leron   Being sloppy about slope: The effect of
                                  changing the scale . . . . . . . . . . . 119--140
                      Anonymous   Technical instructions for authors . . . 141--148

Educational Studies in Mathematics
Volume 49, Number 2, February, 2002

            Julia Anghileri and   
        Meindert Beishuizen and   
                Kees van Putten   From Informal Strategies to Structured
                                  Procedures: mind the gap!  . . . . . . . 149--170
                Aurora Gallardo   The extension of the natural-number
                                  domain to the integers in the transition
                                  from arithmetic to algebra . . . . . . . 171--192
              Merrilyn Goos and   
            Peter Galbraith and   
                  Peter Renshaw   Socially mediated metacognition:
                                  creating collaborative zones of proximal
                                  development in small group problem
                                  solving  . . . . . . . . . . . . . . . . 193--223
           Bracha Kramarski and   
         Zemira R. Mevarech and   
                   Marsel Arami   The effects of metacognitive instruction
                                  on solving mathematical authentic tasks  225--250
               Willy Mwakapenda   The status and context of change in
                                  mathematics education in Malawi  . . . . 251--281

Educational Studies in Mathematics
Volume 49, Number 3, March, 2002

             Patricio G. Herbst   Establishing a custom of proving in
                                  American school geometry: evolution of
                                  the two-column proof in the early
                                  twentieth century  . . . . . . . . . . . 283--312
                  Jo Towers and   
                    Brent Davis   Structuring Occasions  . . . . . . . . . 313--340
            Joëlle Vlassis   The balance model: Hindrance or support
                                  for the solving of linear equations with
                                  one unknown  . . . . . . . . . . . . . . 341--359
            Sharon B. Walen and   
             Steven R. Williams   A Matter of Time: Emotional Responses to
                                  Timed Mathematics Tests  . . . . . . . . 361--378
                Rina Zazkis and   
                Peter Liljedahk   Generalization of patterns: the tension
                                  between algebraic thinking and algebraic
                                  notation . . . . . . . . . . . . . . . . 379--402
                      Anonymous   Contents of Volume 49  . . . . . . . . . 403--404


Educational Studies in Mathematics
Volume 50, Number 1, May, 2002

                Anna Sierpinska   Editorial  . . . . . . . . . . . . . . . i--ii
           Jennifer S. Thom and   
              Susan E. B. Pirie   Problems, perseverance, and mathematical
                                  residue  . . . . . . . . . . . . . . . . 1--28
                 John Threlfall   Flexible Mental Calculation  . . . . . . 29--47
              Joachim Tiedemann   Teachers' Gender Stereotypes as
                                  Determinants of Teacher Perceptions in
                                  Elementary School Mathematics  . . . . . 49--62
                       M. Klein   Teaching mathematics in/for new times: A
                                  poststructuralist analysis of the
                                  productive quality of the pedagogic
                                  process  . . . . . . . . . . . . . . . . 63--78
            Stuart Rowlands and   
                  Robert Carson   Where would formal, academic mathematics
                                  stand in a curriculum informed by
                                  ethnomathematics? A critical review of
                                  ethnomathematics . . . . . . . . . . . . 79--102
            Pentecost M. Nkhoma   What successful black South African
                                  students consider as factors of their
                                  success  . . . . . . . . . . . . . . . . 103--113
                      Anonymous   Technical instructions for authors . . . 115--122

Educational Studies in Mathematics
Volume 50, Number 2, March, 2002

                 Gila Hanna and   
                  Nathan Sidoli   The story of ESM . . . . . . . . . . . . 123--156
                   Leone Burton   Recognising commonalities and
                                  reconciling differences in mathematics
                                  education  . . . . . . . . . . . . . . . 157--175
                   A. H. Herzig   Where have all the students gone?
                                  Participation of doctoral students in
                                  authentic mathematical activity as a
                                  necessary condition for persistence
                                  toward the PH.D. . . . . . . . . . . . . 177--212
              Lucie DeBlois and   
                 Hassan Squalli   Implication de l'analyse de productions
                                  d'él\`eves dans la formation des
                                  ma\^\itres du primaire. (French)
                                  [Involvement of the analysis of pupil
                                  productions in the training of
                                  primary-school teachers] . . . . . . . . 212--237
                  Claudi Alsina   Too much is not enough Teaching maths
                                  through useful applications with local
                                  and global perspectives  . . . . . . . . 239--250

Educational Studies in Mathematics
Volume 50, Number 3, May, 2002

                      Anonymous   Reflections on Educational Studies in
                                  Mathematics  . . . . . . . . . . . . . . 251--257
              Teresa Assude and   
              Jean-Michel Gelis   La dialectique ancien--nouveau dans
                                  l'intégration de Cabri --- géom\`etre \`a
                                  l'école primaire. (French) [The old--new
                                  dialectic in the integration of Cabri
                                  --- geometry in primary school]  . . . . 259--287
                  Cynthia Nicol   Where's the Math? Prospective Teachers
                                  Visit the Workplace  . . . . . . . . . . 289--309
               Dirk De Bock and   
             Wim Van Dooren and   
              Dirk Janssens and   
             Lieven Verschaffel   Improper use of linear reasoning: An
                                  in-depth study of the nature and the
                                  irresistibility of secondary school
                                  students' errors . . . . . . . . . . . . 311--334
                    Frank Uhlig   The Role of Proof in Comprehending and
                                  Teaching Elementary Linear Algebra . . . 335--346
                      Anonymous   Volume contents  . . . . . . . . . . . . 347--348


Educational Studies in Mathematics
Volume 51, Number 1--2, July, 2002

                      Anonymous   Advice to prospective authors  . . . . . 1--2
                      Jo Boaler   Exploring the nature of mathematical
                                  activity: using theory, research and
                                  `working hypotheses' to broaden
                                  conceptions of mathematics knowing . . . 3--21
             Stephen Lerman and   
                 Guorong Xu and   
                Anna Tsatsaroni   Developing theories of mathematics
                                  education research: the ESM story  . . . 23--40
               Derek Foxman and   
            Meindert Beishuizen   Mental Calculation Methods Used By
                                  11-Year-Olds in Different Attainment
                                  Bands: a reanalysis of data from the
                                  1987 APU survey in the UK  . . . . . . . 41--69
               Barbara Jaworski   Sensitivity and Challenge in University
                                  Mathematics Tutorial Teaching  . . . . . 71--94
             Jean-Marie Kraemer   Évaluer pour mieux comprendre les enfants
                                  et améliorer sa pratique. (French)
                                  [Evaluate to better understand children
                                  and improve their practice]  . . . . . . 95--116
                Ronnie Karsenty   What do adults remember from their high
                                  school mathematics? The case of linear
                                  functions  . . . . . . . . . . . . . . . 117--144
                Kenneth Ruthven   Book Review: Barbin, E., Duval, R.,
                                  Giorgiutti, I., Houdebine, J. and
                                  Laborde, C. (Eds.), \booktitleProduire
                                  et lire des textes de démonstration,
                                  Paris: Ellipses, 2001  . . . . . . . . . 145--147
                    Werner Blum   ICMI Study 14: Applications and
                                  modelling in mathematics education ---
                                  Discussion document  . . . . . . . . . . 149--171
              Mich\`ele Artigue   Information about the ICMI Awards  . . . 173--174
                      Anonymous   Technical instructions for authors . . . 175--182

Educational Studies in Mathematics
Volume 51, Number 3, November, 2002

                     R. P. Burn   Some comments on the ``Role of proof in
                                  comprehending and teaching elementary
                                  linear algebra' by F. Uhlig  . . . . . . 183--184
            Jean-Luc Dorier and   
               Aline Robert and   
                  Marc Rogalski   Some comments on `The role of proof in
                                  comprehending and teaching elementary
                                  linear algebra' by F. Uhlig  . . . . . . 185--192
               Celia Hoyles and   
         Dietmar Küchemann   Students' understandings of logical
                                  implication  . . . . . . . . . . . . . . 193--223
                   J. M. Watson   Inferential reasoning and the influence
                                  of cognitive conflict  . . . . . . . . . 225--256
                L. Saldanha and   
                    P. Thompson   Conceptions of sample and their
                                  relationship to statistical inference    257--270
                  Pessia Tsamir   Book Review: \booktitleLearning and
                                  Teaching Number Theory: Research in
                                  Cognition and Instruction by S. R.
                                  Campbell and R. Zazkis (eds.)  . . . . . 271--286
                 P. S. Clarkson   Teaching/learning: Finding new ways to
                                  meaning  . . . . . . . . . . . . . . . . 287--290
                      Anonymous   Volume contents  . . . . . . . . . . . . 291--292


Educational Studies in Mathematics
Volume 52, Number 1, January, 2003

                      Anonymous   Advice to prospective authors  . . . . . 1--2
                       I. Bloch   Teaching functions in a graphic milieu:
                                  What forms of knowledge enable students
                                  to conjecture and prove? . . . . . . . . 3--28
                     J. Lithner   Students' mathematical reasoning in
                                  university textbook exercises  . . . . . 29--55
        Patricia A. Forster and   
                Peter C. Taylor   An investigation of communicative
                                  competence in an upper-secondary class
                                  where using graphics calculators was
                                  routine  . . . . . . . . . . . . . . . . 57--77
                N. Sinclair and   
                   M. Schiralli   A constructive response to `Where
                                  mathematics comes from'  . . . . . . . . 79--91
                      Anonymous   Technical instructions for authors . . . 93--100

Educational Studies in Mathematics
Volume 52, Number 2, March, 2003

                 Z. Magajna and   
                    J. Monaghan   Advanced Mathematical Thinking in a
                                  Technological Workplace  . . . . . . . . 101--122
                   Luis Radford   On the epistemological limits of
                                  language: Mathematical knowledge and
                                  social practice during the Renaissance   123--150
                  P. Nesher and   
             S. Hershkovitz and   
                     J. Novotna   Situation model, Text Base and what
                                  else? Factors affecting Problem Solving  151--176
                     M. Kordaki   The effect of tools of a computer
                                  microworld on students' strategies
                                  regarding the concept of conservation of
                                  area . . . . . . . . . . . . . . . . . . 177--209
                        B. Burn   Book Review  . . . . . . . . . . . . . . 211--214

Educational Studies in Mathematics
Volume 52, Number 3, April, 2003

                      A. Arcavi   The role of visual representations in
                                  the learning of mathematics  . . . . . . 215--241
                      S. Crespo   Learning to pose mathematical problems:
                                  Exploring changes in preservice
                                  teachers' practices  . . . . . . . . . . 243--270
              C. Winslòw   Semiotic and discursive variables in
                                  cas-based didactical engineering . . . . 271--288
                 M. P. Sinclair   Some implications of the results of a
                                  case study for the design of
                                  pre-constructed, dynamic geometry
                                  sketches and accompanying materials  . . 289--317
                       M. Raman   Key Ideas: What are they and how can
                                  they help us understand how people view
                                  proof? . . . . . . . . . . . . . . . . . 319--325
                    S. Adam and   
                 W. Alangui and   
                      B. Barton   A Comment on: Rowlands & Carson, ``Where
                                  would formal, academic mathematics stand
                                  in a curriculum informed by
                                  ethnomathematics? A critical review''    327--335
                      Anonymous   Volume contents  . . . . . . . . . . . . 337--338


Educational Studies in Mathematics
Volume 53, Number 1, May, 2003

                      Anonymous   Advice to prospective authors  . . . . . 1--2
                Anna Sierpinska   Editorial  . . . . . . . . . . . . . . . 3--4
             V. Durand-Guerrier   Which notion of implication is the right
                                  one? From logical considerations to a
                                  didactic perspective . . . . . . . . . . 5--34
                     R. Barwell   Patterns of attention in the interaction
                                  of a primary school mathematics student
                                  with English as an additional language   35--59
            Lou Edward Matthews   Babies overboard! The complexities of
                                  incorporation culturally relevant
                                  teaching into mathematics instruction    61--82
                      Anonymous   Technical instructions for authors . . . 83--90

Educational Studies in Mathematics
Volume 53, Number 2, July, 2003

           Michael N. Fried and   
                    Miriam Amit   Some reflections on mathematics
                                  classroom notebooks and their
                                  relationship to the public and private
                                  nature of student practices  . . . . . . 91--112
             Wim Van Dooren and   
               Dirk De Bock and   
               Fien Depaepe and   
              Dirk Janssens and   
             Lieven Verschaffel   The Illusion of Linearity: Expanding the
                                  evidence towards probabilistic reasoning 113--138
              David Housman and   
                    Mary Porter   Proof schemes and learning strategies of
                                  above-average mathematics students . . . 139--158
                 David Pimm and   
                   David Wagner   Investigation, mathematics education and
                                  genre: An essay review of Candia
                                  Morgan's \booktitleWriting
                                  Mathematically: the Discourse of
                                  Investigation  . . . . . . . . . . . . . 159--178

Educational Studies in Mathematics
Volume 53, Number 3, September, 2003

                 S. J. Pape and   
                 C. V. Bell and   
                   \.IE. Yetkin   Developing Mathematical Thinking and
                                  Self-Regulated Learning: A Teaching
                                  Experiment in a Seventh-Grade
                                  Mathematics Classroom  . . . . . . . . . 179--202
                        M. Otte   Complementarity, sets and numbers  . . . 203--228
                       M. Sajka   A secondary school student's
                                  understanding of the concept of function
                                  --- a case study . . . . . . . . . . . . 229--254
           Ricardo Cantoral and   
         Rosa M. Farfáan   Mathematics Education: A Vision of Its
                                  Evolution  . . . . . . . . . . . . . . . 255--270
                    Frank Uhlig   Author's Response to the Comments on
                                  `The Role of Proof in \ldots Teaching
                                  \ldots Elementary Linear Algebra', by
                                  Frank Uhlig, this Journal, vol. \bf 50.3
                                  (2002), p. 335--346  . . . . . . . . . . 271--274
                      Anonymous   Volume contents  . . . . . . . . . . . . 275--276


Educational Studies in Mathematics
Volume 54, Number 1, November, 2003

              Norma Presmeg and   
 Marja van den Heuvel-Panhuizen   Leen Streefland's Legacy . . . . . . . . 1--4
         Willibald Dörfler   Introduction: A focus on experiences ---
                                  My experience with Leen  . . . . . . . . 5--7
 Marja Van Den Heuvel-Panhuizen   The didactical use of models in
                                  realistic mathematics education: An
                                  example from a longitudinal trajectory
                                  on percentage  . . . . . . . . . . . . . 9--35
                  L. Streefland   Learning from history for teaching in
                                  the future . . . . . . . . . . . . . . . 37--62
          Barbara A. Van Amerom   Focusing on informal strategies when
                                  linking arithmetic to early algebra  . . 63--75
                      Ed Elbers   Classroom interaction as reflection:
                                  Learning and teaching mathematics in a
                                  community of inquiry . . . . . . . . . . 77--99
                Erna Yackel and   
           Michelle Stephan and   
            Chris Rasmussen and   
                Diana Underwood   Didactising: Continuing the work of Leen
                                  Streefland . . . . . . . . . . . . . . . 101--126
                  Norma Presmeg   Creativity, Mathematizing, and
                                  Didactizing: Leen Streefland's work
                                  continues  . . . . . . . . . . . . . . . 127--137

Educational Studies in Mathematics
Volume 54, Number 2--3, December, 2003

    Deborah Loewenberg Ball and   
                    Ruhama Even   Preface  . . . . . . . . . . . . . . . . 139--146
             Willi Dörfler   Mathematics and mathematics education:
                                  Content and people, relation and
                                  difference . . . . . . . . . . . . . . . 147--170
               Gerald A. Goldin   Developing complex understandings: On
                                  the relation of mathematics education
                                  research to mathematics  . . . . . . . . 171--202
   Maria G. Bartolini Bussi and   
                Luciana Bazzini   Research, practice and theory in
                                  didactics of mathematics: Towards
                                  dialogue between different fields  . . . 203--223
                 Lyn D. English   Reconciling theory, research, and
                                  practice: A models and modelling
                                  perspective  . . . . . . . . . . . . . . 225--248
               Barbara Jaworski   Research Practice into/influencing
                                  Mathematics Teaching and Learning
                                  Development: Towards a Theoretical
                                  framework based on co-learning
                                  partnerships . . . . . . . . . . . . . . 249--282
                Ruhama Even and   
              Baruch B. Schwarz   Implications of competing
                                  interpretations of practice for research
                                  and theory in mathematics education  . . 283--313
                      Anonymous   Volume contents  . . . . . . . . . . . . 315--316


Educational Studies in Mathematics
Volume 55, Number 1--3, March, 2004

                      Anonymous   Advice to prospective authors  . . . . . 1--2
                R. A. Bruce and   
                   J. Threlfall   One, Two, Three and Counting . . . . . . 3--26
               David K. Pugalee   A Comparison of Verbal and Written
                                  Descriptions of Students' Problem
                                  Solving Processes  . . . . . . . . . . . 27--47
           Judit N. Moschkovich   Appropriating Mathematical Practices: A
                                  Case Study of Learning to Use and
                                  Explore Functions Through Interaction
                                  with a Tutor . . . . . . . . . . . . . . 49--80
                  Margot Berger   The functional use of a mathematical
                                  sign . . . . . . . . . . . . . . . . . . 81--102
         Ma\lgorzata Przenioslo   Images of the limit of function formed
                                  in the course of mathematical studies at
                                  the university . . . . . . . . . . . . . 103--132
     Andreas J. Stylianides and   
     Gabriel J. Stylianides and   
            George N. Philippou   Undergraduate students' understanding of
                                  the contraposition equivalence rule in
                                  symbolic and verbal contexts . . . . . . 133--162
                    Uwe Gellert   Didactic material confronted with the
                                  concept of mathematical literacy . . . . 163--179
                    Luc Trouche   Environnements informatisés et
                                  mathématiques: quels usages pour quels
                                  apprentissages?. (French) [Computerized
                                  and mathematical environments: what uses
                                  for what learning?]  . . . . . . . . . . 181--197
                Raymond Bjuland   Student teachers' reflections on their
                                  learning process through collaborative
                                  problem solving in geometry  . . . . . . 199--225
                    Jeppe Skott   The Forced Autonomy of Mathematics
                                  Teachers . . . . . . . . . . . . . . . . 227--257
           Elizabeth de Freitas   Plotting intersections along the
                                  political axis: The interior voice of
                                  dissenting mathematics teachers  . . . . 259--274
                      Anonymous   Technical instructions for authors . . . 275--280


Educational Studies in Mathematics
Volume 56, Number 1, May, 2004

                      Anonymous   Advice to prospective authors  . . . . . 1--2
                   Carol Murphy   How Do Children Come to Use a Taught
                                  Mental Calculation Strategy? . . . . . . 3--18
  Anastasia Steffen Morrone and   
         Shelly S. Harkness and   
         Beatriz D'Ambrosio and   
              Richard Caulfield   Patterns of Instructional Discourse that
                                  Promote the Perception of Mastery Goals
                                  in a Social Constructivist Mathematics
                                  Course . . . . . . . . . . . . . . . . . 19--38
              Rijkje Dekker and   
          Marianne Elshout-Mohr   Teacher Interventions Aimed at
                                  Mathematical Level Raising During
                                  Collaborative Learning . . . . . . . . . 39--65
          Dominic Peressini and   
                Hilda Borko and   
              Lew Romagnano and   
                 Eric Knuth and   
               Christine Willis   A Conceptual Framework for Learning to
                                  Teach Secondary Mathematics: A Situative
                                  Perspective  . . . . . . . . . . . . . . 67--96
              Robyn Zevenbergen   Technologizing Numeracy:
                                  Intergenerational Differences in Working
                                  Mathematically in New Times  . . . . . . 97--117
          W. Stephen Wilson and   
               Daniel Q. Naiman   K--12 Calculator Usage and College
                                  Grades . . . . . . . . . . . . . . . . . 119--122
                      Anonymous   Technical instructions for authors . . . 123--128

Educational Studies in Mathematics
Volume 56, Number 2--3, July, 2004

                   Bettina Dahl   Analysing Cognitive Learning Processes
                                  through Group Interviews of Successful
                                  High School Pupils: Development and Use
                                  of a Model . . . . . . . . . . . . . . . 129--155
                   Andreas Ryve   Can collaborative concept mapping create
                                  mathematically productive discourses?    157--177
             Wim Van Dooren and   
               Dirk De Bock and   
                Dave Weyers and   
             Lieven Verschaffel   The predictive power of intuitive rules:
                                  A critical analysis of the impact of
                                  `more A--more B' and `same A--same B'    179--207
                Keith Weber and   
                    Lara Alcock   Semantic and Syntactic Proof Productions 209--234
        Joanna Mamona-Downs and   
                   Martin Downs   Realization of Techniques in Problem
                                  Solving: The Construction of Bijections
                                  for Enumeration Tasks  . . . . . . . . . 235--253
                     Vilma Mesa   Characterizing Practices Associated with
                                  Functions in Middle School Textbooks: An
                                  Empirical Approach . . . . . . . . . . . 255--286
            Colleen M. Vale and   
                 Gilah C. Leder   Student Views of Computer-Based
                                  Mathematics in the Middle Years: Does
                                  Gender Make a Difference?  . . . . . . . 287--312
                Afzal Ahmed and   
       Alison Clark-Jeavons and   
                 Adrian Oldknow   How Can Teaching Aids Improve the
                                  Quality of Mathematics Education . . . . 313--328
            Stuart Rowlands and   
                  Robert Carson   Our response to Adam, Alangui and
                                  Barton's ``A Comment on Rowlands & Carson
                                  `Where would Formal, Academic
                                  Mathematics stand in a Curriculum
                                  informed by Ethnomathematics? A Critical
                                  Review'\,''  . . . . . . . . . . . . . . 329--342
                Paul Cooper and   
                  Ray d'Inverno   Those who can, teach: addressing the
                                  crisis in mathematics in UK schools and
                                  universities . . . . . . . . . . . . . . 343--357
                      Anonymous   Discussion Document: The Fifteenth ICMI
                                  Study: The Professional Education and
                                  Development of Teachers of Mathematics:
                                  The International Commission on
                                  Mathematical Instruction . . . . . . . . 359--372
                      Anonymous   Announcement: The International
                                  Commission on Mathematical Instruction:
                                  The ICMI Felix Klein and Hans
                                  Freudenthal Medals for 2003  . . . . . . 373--377
                      Anonymous   Volume Contents  . . . . . . . . . . . . 379--380


Educational Studies in Mathematics
Volume 57, Number 1, July, 2004

                Lara Alcock and   
                 Adrian Simpson   Convergence of sequences and series:
                                  Interactions between visual reasoning
                                  and the learner's beliefs about their
                                  own role . . . . . . . . . . . . . . . . 1--32
                 Corine Castela   Institutions influencing mathematics
                                  students' private work: A factor of
                                  academic achievement . . . . . . . . . . 33--63
            Diana F. Steele and   
             Debra I. Johanning   A schematic--theoretic view of problem
                                  solving and development of algebraic
                                  thinking . . . . . . . . . . . . . . . . 65--90
               Varda Talmon and   
              Michal Yerushalmy   Understanding dynamic behavior:
                                  Parent--Child relations in dynamic
                                  geometry environments  . . . . . . . . . 91--119
             Jane M. Watson and   
                   Ben A. Kelly   Statistical variation in a chance
                                  setting: A two-year study  . . . . . . . 121--144
                 Harry B. Tunis   Letter to the Editor . . . . . . . . . . 145--146
                      P. Herbst   Announcement . . . . . . . . . . . . . . 147--148
                      Anonymous   Instructions for Authors . . . . . . . . 149--155

Educational Studies in Mathematics
Volume 57, Number 2, September, 2004

      Constantinos Christou and   
     Maria Eliophotou-Menon and   
               George Philippou   Teachers' concerns regarding the
                                  adoption of a new mathematics
                                  curriculum: An application of CBAM . . . 157--176
                 Mellony Graven   Investigating mathematics teacher
                                  learning within an in-service community
                                  of practice: The centrality of
                                  confidence . . . . . . . . . . . . . . . 177--211
         Susan M. Brookhart and   
           Marissa Andolina and   
                 Megan Zuza and   
                 Rosalie Furman   Minute math: An action research study of
                                  student self-assessment  . . . . . . . . 213--227
            Philippe R. Richard   L'inférence figurale: Un pas de
                                  raisonnement discursivo-graphique.
                                  (French) [The figurative inference: A
                                  step of discursive-graphic reasoning]    229--263
         Wolff-Michael Roth and   
                    Yew Jin Lee   Interpreting unfamiliar graphs: A
                                  generative, activity theoretic model . . 265--290
      Jorge M. López and   
        Ana Helvia Quintero and   
         Wanda Velázquez   A reaction to ``Mathematics education: A
                                  vision of its evolution'' by Ricardo
                                  Cantoral and Rosa M. Farfán . . . . . . . 291--294
                    Diana Coben   Book Review  . . . . . . . . . . . . . . 295--300

Educational Studies in Mathematics
Volume 57, Number 3, November, 2004

                Anna Sierpinska   Breaking the Silence and Revealing the
                                  Backstage  . . . . . . . . . . . . . . . 301--301
         Ricardo Nemirovsky and   
              Marcelo Borba and   
              Cara Dimattia and   
       Ferdinando Arzarello and   
            Ornella Robutti and   
              Marty Schnepp and   
              Daniel Chazan and   
            Chris Rasmussen and   
         Jennifer Olszewski and   
                 Kevin Dost and   
           James L. Johnson and   
           Marcelo C. Borba and   
          Nilce Fatima Scheffer   PME Special Issue: Bodily Activity and
                                  Imagination in Mathematics Learning  . . 303--321
                  Cara Dimattia   Instructions for Opening, Reading and
                                  Viewing the Videopapers on the Attached
                                  CD . . . . . . . . . . . . . . . . . . . 323--324


Educational Studies in Mathematics
Volume 58, Number 1, January, 2005

               Gareth Q. Witten   Designing a Mathematics Course for
                                  Chemistry and Geology Students . . . . . 1--19
               Helen M. G. Watt   Attitudes to the Use of Alternative
                                  Assessment Methods in Mathematics: A
                                  Study with Secondary Mathematics
                                  Teachers in Sydney, Australia  . . . . . 21--44
         Marilyn P. Carlson and   
                    Irene Bloom   The Cyclic Nature of Problem Solving: An
                                  Emergent Multidimensional
                                  Problem-Solving Framework  . . . . . . . 45--75
                Lara Alcock and   
                 Adrian Simpson   Convergence of Sequences and Series 2:
                                  Interactions Between Nonvisual Reasoning
                                  and the Learner's Beliefs about their
                                  own Role . . . . . . . . . . . . . . . . 77--100
                Orit Hazzan and   
                    Rina Zazkis   Reducing Abstraction: The Case of School
                                  Mathematics  . . . . . . . . . . . . . . 101--119
               Janet Duffin and   
                 Adrian Simpson   Cognitive Empathy and the Transition to
                                  Independent Graduate Study in
                                  Mathematics  . . . . . . . . . . . . . . 121--135
            Anna Sierpinska and   
                  Marie Sheldon   Technical Instructions for Authors . . . 137--143

Educational Studies in Mathematics
Volume 58, Number 2, February, 2005

                Miriam Amit and   
               Michael N. Fried   Authority and Authority Relations in
                                  Mathematics Education: A View from an
                                  8th Grade Classroom  . . . . . . . . . . 145--168
           Kathryn C. Irwin and   
                Murray S. Britt   The Algebraic Nature of Students'
                                  Numerical Manipulation in the New
                                  Zealand Numeracy Project . . . . . . . . 169--188
                Bob Speiser and   
               Chuck Walter and   
                  Tiffini Glaze   Getting at the Mathematics: Sara's
                                  Journal  . . . . . . . . . . . . . . . . 189--207
                Anne Watson and   
                   Els De Geest   Principled Teaching for Deep Progress:
                                  Improving Mathematical Learning Beyond
                                  Methods and Materials  . . . . . . . . . 209--234
         Johann Engelbrecht and   
                  Ansie Harding   Teaching Undergraduate Mathematics on
                                  the Internet. Part 1: Technologies and
                                  Taxonomy . . . . . . . . . . . . . . . . 235--252
         Johann Engelbrecht and   
                  Ansie Harding   Teaching Undergraduate Mathematics on
                                  the Internet. Part 2 . . . . . . . . . . 253--276
                  Nathan Sidoli   Reviel Netz, The Shaping of Deduction in
                                  Greek Mathematics: A Study in Cognitive
                                  History  . . . . . . . . . . . . . . . . 277--282

Educational Studies in Mathematics
Volume 58, Number 3, March, 2005

           Kathryn C. Irwin and   
                  R. John Irwin   Assessing Development in Numeracy of
                                  Students from Different Socio-Economic
                                  Areas: A Rasch Analysis of Three
                                  Fundamental Tasks  . . . . . . . . . . . 283--298
    Gabriela Buendía and   
              Francisco Cordero   Prediction and the Periodical Aspect as
                                  Generators of Knowledge in a Social
                                  Practice Framework . . . . . . . . . . . 299--333
                Ed Dubinsky and   
                Kirk Weller and   
        Michael A. Mcdonald and   
                     Anne Brown   Some Historical Issues and Paradoxes
                                  Regarding the Concept of Infinity: An
                                  APOS-Based Analysis: Part 1  . . . . . . 335--359
               Natasha M. Speer   Issues of Methods and Theory in the
                                  Study of Mathematics Teachers' Professed
                                  and Attributed Beliefs . . . . . . . . . 361--391
                     Anna Sfard   What Could be More Practical than Good
                                  Research?  . . . . . . . . . . . . . . . 393--413
              W. Stephen Wilson   Short Response to Tunis's Letter to the
                                  Editor on Technology in College  . . . . 415--420
              Mich\`ele Artigue   ICMI: The International Commission on
                                  Mathematical Instruction, ICMI Awards
                                  Committee  . . . . . . . . . . . . . . . 421--421


Educational Studies in Mathematics
Volume 59, Number 1--3, July, 2005

            Colette Laborde and   
    Marie-Jeanne Perrin-Glorian   Introduction Teaching Situations as
                                  Object of Research: Empirical Studies
                                  within Theoretical Perspectives  . . . . 1--12
              Guy Brousseau and   
                  Patrick Gibel   Didactical Handling of Students'
                                  Reasoning Processes in Problem Solving
                                  Situations . . . . . . . . . . . . . . . 13--58
          Annick Flückiger   Macro-Situation and Numerical Knowledge
                                  Building: The Role of Pupils' Didactic
                                  Memory in Classroom Interactions . . . . 59--84
          Patricia Sadovsky and   
                   Carmen Sessa   The Adidactic Interaction with the
                                  Procedures of Peers in the Transition
                                  from Arithmetic to Algebra: A Milieu for
                                  the Emergence of New Questions . . . . . 85--112
             Magali Hersant and   
    Marie-Jeanne Perrin-Glorian   Characterization of an Ordinary Teaching
                                  Practice with the Help of the Theory of
                                  Didactic Situations  . . . . . . . . . . 113--151
      Gérard Sensevy and   
Maria-Luisa Schubauer-Leoni and   
              Alain Mercier and   
           Florence Ligozat and   
           Gérard Perrot   An Attempt to Model the Teacher's Action
                                  in the Mathematics Class . . . . . . . . 153--181
                  Teresa Assude   Time Management in the Work Economy of a
                                  Class, a Case Study: Integration of
                                  Cabri in Primary School Mathematics
                                  Teaching . . . . . . . . . . . . . . . . 183--203
          Claire Margolinas and   
            Lalina Coulange and   
                   Annie Bessot   What Can the Teacher Learn in the
                                  Classroom? . . . . . . . . . . . . . . . 205--234
       Joaquim Barbé and   
             Marianna Bosch and   
            Lorena Espinoza and   
            Josep Gascón   Didactic Restrictions on the Teacher's
                                  Practice: The Case of Limits of
                                  Functions in Spanish High Schools  . . . 235--268
               Aline Robert and   
                Janine Rogalski   A Cross-Analysis of the Mathematics
                                  Teacher's Activity. An Example in a
                                  French 10th-Grade Class  . . . . . . . . 269--298
       Maria G. Bartolini Bussi   When Classroom Situation is the Unit of
                                  Analysis: The Potential Impact on
                                  Research in Mathematics Education  . . . 299--311
               Heinz Steinbring   Analyzing Mathematical
                                  Teaching--Learning Situations --- the
                                  Interplay of Communicational and
                                  Epistemological Constraints  . . . . . . 313--324


Educational Studies in Mathematics
Volume 60, Number 1, September, 2005

                      Anonymous   Advice to Prospective Authors  . . . . . 1--2
             Juan D. Godino and   
            Carmen Batanero and   
                     Rafael Roa   An Onto-Semiotic Analysis of
                                  Combinatorial Problems and the Solving
                                  Processes by University Students . . . . 3--36
                  Bryan Moseley   Students' Early Mathematical
                                  Representation Knowledge: The Effects of
                                  Emphasizing Single or Multiple
                                  Perspectives of the Rational Number
                                  Domain in Problem Solving  . . . . . . . 37--69
         Ma\lgorzata Przenioslo   Introducing the Concept of Convergence
                                  of a Sequence in Secondary School  . . . 71--93
             Tami S. Martin and   
    Sharon M. Soucy McCrone and   
  Michelle L. Wallace Bower and   
             Jaguthsing Dindyal   The Interplay of Teacher and Student
                                  Actions in the Teaching and Learning of
                                  Geometric Proof  . . . . . . . . . . . . 95--124
          Edward J. Barbeau and   
                Peter J. Taylor   ICMI Study 16: Challenging Mathematics
                                  in and Beyond the Classroom: Discussion
                                  Document . . . . . . . . . . . . . . . . 125--139

Educational Studies in Mathematics
Volume 60, Number 2, October, 2005

    Viviane Durand-Guerrier and   
                  Gilbert Arsac   An Epistemological and Didactic Study of
                                  a Specific Calculus Reasoning Rule . . . 149--172
            Barbro Grevholm and   
          Lars-Erik Persson and   
                     Peter Wall   A Dynamic Model for Education of
                                  Doctoral Students and Guidance of
                                  Supervisors in Research Groups . . . . . 173--197
     Frederick Koon Shing Leung   Some Characteristics of East Asian
                                  Mathematics Classrooms Based on Data
                                  from the TIMSS 1999 Video Study  . . . . 199--215
           Masakazu Okazaki and   
                Masataka Koyama   Characteristics of 5th Graders' Logical
                                  Development Through Learning Division
                                  with Decimals  . . . . . . . . . . . . . 217--251
                Ed Dubinsky and   
                Kirk Weller and   
        Michael A. McDonald and   
                     Anne Brown   Some Historical Issues and Paradoxes
                                  Regarding the Concept of Infinity: An
                                  APOS Analysis: Part 2  . . . . . . . . . 253--266
               Celia Hoyles and   
         Jean-baptiste Lagrange   17th ICMI Study Digital Technologies and
                                  Mathematics Teaching and Learning:
                                  Rethinking the Domain --- Short
                                  Announcement . . . . . . . . . . . . . . 267--268

Educational Studies in Mathematics
Volume 60, Number 3, November, 2005

                       Bob Burn   The Vice: Some Historically Inspired and
                                  Proof-Generated Steps to Limits of
                                  Sequences  . . . . . . . . . . . . . . . 269--295
                 Orit Zaslavsky   Seizing the Opportunity to Create
                                  Uncertainty in Learning Mathematics  . . 297--321
                Carla Fiori and   
               Luciana Zuccheri   An Experimental Research on Error
                                  Patterns in Written Subtraction  . . . . 323--331
              Arthur Bakker and   
         Michael H. G. Hoffmann   Diagrammatic Reasoning as the Basis for
                                  Developing Concepts: A Semiotic Analysis
                                  of Students' Learning about Statistical
                                  Distribution . . . . . . . . . . . . . . 333--358
                 Jill Adler and   
               Deborah Ball and   
             Konrad Krainer and   
                Fou-Lai Lin and   
                Jarmila Novotna   Reflections on an Emerging Field:
                                  Researching Mathematics Teacher
                                  Education  . . . . . . . . . . . . . . . 359--381
                Kenneth Ruthven   Alternative Interpretation of the
                                  Dataset on K--12 Calculator Usage and
                                  College Grades as Analysed by Wilson and
                                  Naiman (2003, 2004)  . . . . . . . . . . 383--387


Educational Studies in Mathematics
Volume 61, Number 1--2, February, 2006

Adalira Sáenz--Ludlow and   
                  Norma Presmeg   Guest Editorial Semiotic Perspectives on
                                  Learning Mathematics and Communicating
                                  Mathematically . . . . . . . . . . . . . 1--10
                   Michael Otte   Mathematical Epistemology from a
                                  Peircean Semiotic Point of View  . . . . 11--38
                   Luis Radford   The Anthropology of Meaning  . . . . . . 39--65
                    Paul Ernest   A Semiotic Perspective of Mathematical
                                  Activity: The Case of Number . . . . . . 67--101
                  Raymond Duval   A Cognitive Analysis of Problems of
                                  Comprehension in a Learning of
                                  Mathematics  . . . . . . . . . . . . . . 103--131
               Heinz Steinbring   What Makes a Sign a Mathematical Sign?
                                  --- An Epistemological Perspective on
                                  Mathematical Interaction . . . . . . . . 133--162
                  Norma Presmeg   Semiotics and the ``Connections''
                                  Standard: Significance of Semiotics for
                                  Teachers of Mathematics  . . . . . . . . 163--182
    Adalira Sáenz-Ludlow   Classroom Interpreting Games with an
                                  Illustration . . . . . . . . . . . . . . 183--218
                  Candia Morgan   What does Social Semiotics have to Offer
                                  Mathematics Education Research?  . . . . 219--245
                Sigmund Ongstad   Mathematics and Mathematics Education as
                                  Triadic Communication? A Semiotic
                                  Framework Exemplified  . . . . . . . . . 247--277
         Michael H. G. Hoffmann   What Is a ``Semiotic Perspective'', and
                                  What Could It Be? Some Comments on the
                                  Contributions to This Special Issue  . . 279--291

Educational Studies in Mathematics
Volume 61, Number 3, March, 2006

                Brent Davis and   
                   Elaine Simmt   Mathematics-for-Teaching: an Ongoing
                                  Investigation of the Mathematics that
                                  Teachers (Need to) Know  . . . . . . . . 293--319
             S. Philemon Ntenza   Investigating Forms of Children's
                                  Writing in Grade 7 Mathematics
                                  Classrooms . . . . . . . . . . . . . . . 321--345
             Adrian Simpson and   
  Nada Stehlíková   Apprehending Mathematical Structure: A
                                  Case Study of Coming to Understand a
                                  Commutative Ring . . . . . . . . . . . . 347--371
                 Yvette Solomon   Deficit or Difference? The Role of
                                  Students' Epistemologies of Mathematics
                                  in their Interactions with Proof . . . . 373--393
     Analía Bergé   Convergence of Numerical Sequences --- a
                                  Commentary on \booktitleThe Vice: Some
                                  Historically Inspired and Proof
                                  Generated Steps to Limits of Sequences''
                                  by R. P. Burn  . . . . . . . . . . . . . 395--402
                     R. P. Burn   Further Reflections on ``The Vice''  . . 403--407
                      Anonymous   Contents of Volume 61  . . . . . . . . . 409--410


Educational Studies in Mathematics
Volume 62, Number 1, May, 2006

                  Tommy Dreyfus   E, S, and M as in ESM-- an Editorial . . 1--2
                 Helen M. Doerr   Examining the Tasks of Teaching When
                                  Using Students' Mathematical Thinking    3--24
             Santiago Cueto and   
            Cecilia Ramirez and   
                      Juan Leon   Opportunities to Learn and Achievement
                                  in Mathematics in a Sample of Sixth
                                  Grade Students in Lima, Peru . . . . . . 25--55
              Rijkje Dekker and   
      Marianne Elshout-Mohr and   
                     Terry Wood   How Children Regulate their Own
                                  Collaborative Learning . . . . . . . . . 57--79
             Peter Sullivan and   
               Steve Tobias and   
               Andrea McDonough   Perhaps the Decision of Some Students
                                  not to Engage in Learning Mathematics in
                                  School is Deliberate . . . . . . . . . . 81--99
              Robyn Zevenbergen   Search of a Pedagogy of Conflict and
                                  Dialogue for Mathematics Education . . . 101--104

Educational Studies in Mathematics
Volume 62, Number 2, June, 2006

                  Uri Leron and   
                    Orit Hazzan   The Rationality Debate: Application of
                                  Cognitive Psychology to Mathematics
                                  Education  . . . . . . . . . . . . . . . 105--126
                     May Hamdan   Equivalent Structures on Sets:
                                  Equivalence Classes, Partitions and
                                  Fiber Structures of Functions  . . . . . 127--147
              Arthur Bakker and   
        Koeno P. E. Gravemeijer   An Historical Phenomenology of Mean and
                                  Median . . . . . . . . . . . . . . . . . 149--168
               Elizabeth Warren   Comparative Mathematical Language in the
                                  Elementary School: A Longitudinal Study  169--189
                   Andreas Ryve   Making Explicit the Analysis of
                                  Students' Mathematical Discourses ---
                                  Revisiting a Newly Developed
                                  Methodological Framework . . . . . . . . 191--209
                  Olive Chapman   Classroom Practices for Context of
                                  Mathematics Word Problems  . . . . . . . 211--230
                      Anonymous   ICMI Awards the 2005 Felix Klein and
                                  Hans Freudenthal Medals  . . . . . . . . 231--231

Educational Studies in Mathematics
Volume 62, Number 3, July, 2006

              John Monaghan and   
          Mehmet Fatih Ozmantar   Abstraction and Consolidation  . . . . . 233--258
               Giorgio T. Bagni   Some Cognitive Difficulties Related to
                                  the Representations of two Major
                                  Concepts of Set Theory . . . . . . . . . 259--280
     Bárbara M. Brizuela   Young Children's Notations For Fractions 281--305
                  Lucie Deblois   Influence des interprétations des
                                  productions des él\`eves sur les
                                  stratégies d'intervention en classe de
                                  mathématiques. (French) [Influence of
                                  interpretations of students' productions
                                  on strategies of intervention in a
                                  mathematics class] . . . . . . . . . . . 307--329
                C. C. Nicol and   
                   S. M. Crespo   Learning to Teach with Mathematics
                                  Textbooks: How Preservice Teachers
                                  Interpret and Use Curriculum Materials   331--355


Educational Studies in Mathematics
Volume 63, Number 1, September, 2006

            Susan B. Empson and   
                 Debra Junk and   
          Higinio Dominguez and   
                    Erin Turner   Fractions as the Coordination of
                                  Multiplicatively Related Quantities: A
                                  Cross-Sectional Study of Children's
                                  Thinking . . . . . . . . . . . . . . . . 1--28
                  Sandra Crespo   Elementary Teacher Talk in Mathematics
                                  Study Groups . . . . . . . . . . . . . . 29--56
             Gwendolyn M. Lloyd   Preservice Teachers' Stories Of
                                  Mathematics Classrooms: Explorations Of
                                  Practice Through Fictional Accounts  . . 57--87
            Rose Mary Zbiek and   
               AnnaMarie Conner   Beyond Motivation: Exploring
                                  Mathematical Modeling as A Context for
                                  Deepening Students' Understandings of
                                  Curricular Mathematics . . . . . . . . . 89--112

Educational Studies in Mathematics
Volume 63, Number 2, October, 2006

                Rosetta Zan and   
             Laurinda Brown and   
                 Jeff Evans and   
              Markku S. Hannula   Affect in Mathematics Education: An
                                  Introduction . . . . . . . . . . . . . . 113--121
           Peter Op't Eynde and   
              Markku S. Hannula   The Case Study of Frank  . . . . . . . . 123--129
        Valerie A. DeBellis and   
               Gerald A. Goldin   Affect and Meta-Affect in Mathematical
                                  Problem Solving: a Representational
                                  Perspective  . . . . . . . . . . . . . . 131--147
         Marja-Liisa Malmivuori   Affect and Self-Regulation . . . . . . . 149--164
              Markku S. Hannula   Motivation in Mathematics: Goals
                                  Reflected in Emotions  . . . . . . . . . 165--178
             Laurinda Brown and   
                  David A. Reid   Embodied Cognition: Somatic Markers,
                                  Purposes and Emotional Orientations  . . 179--192
          Peter Op 't Eynde and   
              Erik De Corte and   
             Lieven Verschaffel   ``Accepting Emotional Complexity'': A
                                  Socio-Constructivist Perspective on the
                                  Role of Emotions in the Mathematics
                                  Classroom  . . . . . . . . . . . . . . . 193--207
                 Jeff Evans and   
              Candia Morgan and   
                Anna Tsatsaroni   Discursive Positioning and Emotion in
                                  School Mathematics Practices . . . . . . 209--226
                   Melissa Rodd   Commentary: Mathematics, Emotion and
                                  Special Needs  . . . . . . . . . . . . . 227--234

Educational Studies in Mathematics
Volume 63, Number 3, November, 2006

              Michal Tabach and   
           Rina Hershkowitz and   
                 Baruch Schwarz   Constructing and Consolidating of
                                  Algebraic Knowledge within Dyadic
                                  Processes: A Case Study  . . . . . . . . 235--258
          Cecile Ouvrier-Buffet   Exploring Mathematical Definition
                                  Construction Processes . . . . . . . . . 259--282
               Murad Eid Jurdak   Contrasting Perspectives and Performance
                                  of High School Students on Problem
                                  Solving in Real World, Situated, and
                                  School Contexts  . . . . . . . . . . . . 283--301
                 Lyn D. English   Mathematical Modeling in the Primary
                                  School: Children's Construction of a
                                  Consumer Guide . . . . . . . . . . . . . 303--323
          Magnus Österholm   Characterizing Reading Comprehension of
                                  Mathematical Texts . . . . . . . . . . . 325--346
                    Peter Gates   Going Beyond Belief Systems: Exploring a
                                  Model for the Social Influence on
                                  Mathematics Teacher Beliefs  . . . . . . 347--369


Educational Studies in Mathematics
Volume 64, Number 1, January, 2007

     Mercedes García and   
    Victoria Sánchez and   
                Isabel Escudero   Learning Through Reflection in
                                  Mathematics Teacher Education  . . . . . 1--17
            Laurie O. Cavey and   
           Joy W. Whitenack and   
                   Louann Lovin   Investigating Teachers' Mathematics
                                  Teaching Understanding: A Case for
                                  Coordinating Perspectives  . . . . . . . 19--43
               Hanan Innabi and   
                 Omar El Sheikh   The Change in Mathematics Teachers'
                                  Perceptions of Critical Thinking after
                                  15 Years of Educational Reform in Jordan 45--68
          Douglas P. Newton and   
                 Lynn D. Newton   Could Elementary Mathematics Textbooks
                                  Help Give Attention to Reasons in the
                                  Classroom? . . . . . . . . . . . . . . . 69--84
               Zhongjun Cao and   
                Alan Bishop and   
                  Helen Forgasz   Perceived Parental Influence on
                                  Mathematics Learning: A Comparison Among
                                  Students in China and Australia  . . . . 85--106
                     Gila Hanna   Book review  . . . . . . . . . . . . . . 107--111

Educational Studies in Mathematics
Volume 64, Number 2, February, 2007

            Richard Barwell and   
                Bill Barton and   
              Mamokgethi Setati   Multilingual issues in mathematics
                                  education: introduction  . . . . . . . . 113--119
              Judit Moschkovich   Using Two Languages When Learning
                                  Mathematics  . . . . . . . . . . . . . . 121--144
           Siôn Wyn Evans   Differential Performance of Items in
                                  Mathematics Assessment Materials For
                                  7-Year-Old Pupils in English-Medium and
                                  Welsh-Medium Versions  . . . . . . . . . 145--168
                   Mercy Kazima   Malawian Students' Meanings For
                                  Probability Vocabulary . . . . . . . . . 169--189
             Philip C. Clarkson   Australian Vietnamese Students Learning
                                  Mathematics: High Ability Bilinguals and
                                  Their Use of Their Languages . . . . . . 191--215
     Jackeline Rodrigues Mendes   Numeracy and Literacy in a Bilingual
                                  Context: Indigenous Teachers Education
                                  in Brazil  . . . . . . . . . . . . . . . 217--230
      Charoula Stathopoulou and   
            Fragiskos Kalabasis   Language and Culture in Mathematics
                                  Education: Reflections on Observing a
                                  Romany Class in a Greek School . . . . . 231--238
                  Candia Morgan   Who is not multilingual now? . . . . . . 239--242
                  Eric Gutstein   Multiple language use and mathematics:
                                  Politicizing the discussion  . . . . . . 243--246

Educational Studies in Mathematics
Volume 64, Number 3, March, 2007

       Kalifa Traoré and   
            Caroline Lajoie and   
                   Roberta Mura   Quelques erreurs pouvant être liées \`a
                                  une difficulté \`a concevoir un ensemble
                                  comme un objet distinct de ses éléments
                                  chez des étudiants et des étudiantes
                                  Universitaires. (French) [Some errors
                                  that can be related to a difficulty in
                                  conceiving a set as an object distinct
                                  from its elements in university
                                  students]  . . . . . . . . . . . . . . . 247--264
             Michael Shayer and   
                 Mundher Adhami   Fostering Cognitive Development Through
                                  the Context of Mathematics: Results of
                                  the CAME Project . . . . . . . . . . . . 265--291
Charalambos Y. Charalambous and   
          Demetra Pitta-Pantazi   Drawing on a Theoretical Model to Study
                                  Students' Understandings of Fractions    293--316
            Julian Williams and   
                     Geoff Wake   Black Boxes in Workplace Mathematics . . 317--343
            Julian Williams and   
                     Geoff Wake   Metaphors and Models in Translation
                                  Between College and Workplace
                                  Mathematics  . . . . . . . . . . . . . . 345--371
                    Brent Davis   Book review  . . . . . . . . . . . . . . 373--379


Educational Studies in Mathematics
Volume 65, Number 1, May, 2007

         Andreas J. Stylianides   The Notion of Proof in the Context of
                                  Elementary School Mathematics  . . . . . 1--20
                 Jane M. Watson   The Role of Cognitive Conflict in
                                  Developing Students' Understanding of
                                  Average  . . . . . . . . . . . . . . . . 21--47
             Natasa Sirotic and   
                 Andrina Zazkis   Irrational Numbers: The Gap between
                                  Formal and Intuitive Knowledge . . . . . 49--76
                Amal Alajmi and   
                    Robert Reys   Reasonable and Reasonableness of
                                  Answers: Kuwaiti Middle School Teachers'
                                  Perspectives . . . . . . . . . . . . . . 77--94
                    Kim Beswick   Teachers' Beliefs That Matter in
                                  Secondary Mathematics Classrooms . . . . 95--120
                  Norma Presmeg   Book review: Pattern and beauty in
                                  mathematics and music  . . . . . . . . . 121--124

Educational Studies in Mathematics
Volume 65, Number 2, June, 2007

               William Hook and   
               Wayne Bishop and   
                      John Hook   A Quality Math Curriculum in Support of
                                  Effective Teaching For Elementary
                                  Schools  . . . . . . . . . . . . . . . . 125--148
             Robert Adjiage and   
      François Pluvinage   An Experiment in Teaching Ratio and
                                  Proportion . . . . . . . . . . . . . . . 149--175
            Betina Zolkower and   
                    Sam Shreyar   A Teacher's Mediation of a
                                  Thinking-Aloud Discussion in a 6th Grade
                                  Mathematics Classroom  . . . . . . . . . 177--202
            Janet G. Walter and   
                    Hope Gerson   Teachers' Personal Agency: Making Sense
                                  of Slope Through Additive Structures . . 203--233
     Shelly Sheats Harkness and   
         Beatriz D'Ambrosio and   
           Anastasia S. Morrone   Preservice Elementary Teachers' Voices
                                  Describe How Their Teacher Motivated
                                  Them to do Mathematics . . . . . . . . . 235--254

Educational Studies in Mathematics
Volume 65, Number 3, July, 2007

                  Pessia Tsamir   When Intuition Beats Logic: Prospective
                                  Teachers' Awareness of their Same
                                  Sides--Same Angles Solutions . . . . . . 255--279
            Ferdinand D. Rivera   Accounting for Students' Schemes in the
                                  Development of a Graphical Process for
                                  Solving Polynomial Inequalities in
                                  Instrumented Activity  . . . . . . . . . 281--307
              Monique Pijls and   
              Rijkje Dekker and   
    Bernadette Van Hout-Wolters   Reconstruction of a Collaborative
                                  Mathematical Learning Process  . . . . . 309--329
                    Zahra Gooya   Mathematics teachers' beliefs about a
                                  new reform in high school geometry in
                                  Iran . . . . . . . . . . . . . . . . . . 331--347
               Boris Koichu and   
                 Guershon Harel   Triadic interaction in clinical
                                  task-based interviews with mathematics
                                  teachers . . . . . . . . . . . . . . . . 349--365
               Richard Noss and   
              Arthur Bakker and   
               Celia Hoyles and   
                   Phillip Kent   Situating graphs as workplace knowledge  367--384
             Gail E. FitzSimons   Book review  . . . . . . . . . . . . . . 385--392


Educational Studies in Mathematics
Volume 66, Number 1, September, 2007

                  Tommy Dreyfus   Editorial: Review Articles . . . . . . . 1--1
             Matthew Inglis and   
     Juan Pablo Mejia-Ramos and   
                 Adrian Simpson   Modelling mathematical argumentation:
                                  the importance of qualification  . . . . 3--21
              Bettina Pedemonte   How can the relationship between
                                  argumentation and proof be analysed? . . 23--41
             John K. Lannin and   
            David D. Barker and   
              Brian E. Townsend   How students view the general nature of
                                  their errors . . . . . . . . . . . . . . 43--59
               Lianghuo Fan and   
                        Yan Zhu   Representation of problem-solving
                                  procedures: A comparative look at China,
                                  Singapore, and US mathematics textbooks  61--75
                      Tang Jing   The popularization of China's higher
                                  education and its influence on
                                  university mathematics education . . . . 77--82
          Vassiliki Farmaki and   
              Theodorus Paschos   Employing genetic `moments' in the
                                  history of mathematics in classroom
                                  activities . . . . . . . . . . . . . . . 83--106

Educational Studies in Mathematics
Volume 66, Number 2, October, 2007

               Luis Radford and   
         Fulvia Furinghetti and   
                    Victor Katz   Introduction The topos of meaning or the
                                  encounter between past and present . . . 107--110
             Abraham Arcavi and   
                   Masami Isoda   Learning to listen: from historical
                                  sources to classroom practice  . . . . . 111--129
             Fulvia Furinghetti   Teacher education through the history of
                                  mathematics  . . . . . . . . . . . . . . 131--143
               Luis Radford and   
                      Luis Puig   Syntax and Meaning as Sensuous, Visual,
                                  Historical forms of Algebraic Thinking   145--164
           Yannis Thomaidis and   
          Constantinos Tzanakis   The notion of historical ``parallelism''
                                  revisited: historical evolution and
                                  students' conception of the order
                                  relation on the number line  . . . . . . 165--183
             Victor J. Katz and   
                    Bill Barton   Stages in the History of Algebra with
                                  Implications for Teaching  . . . . . . . 185--201
               Michael N. Fried   Didactics and History of Mathematics:
                                  Knowledge and Self-Knowledge . . . . . . 203--223
                 Evelyne Barbin   On the argument of simplicity in
                                  Elements and schoolbooks of Geometry . . 225--242
                   Michael Otte   Mathematical history, philosophy and
                                  education  . . . . . . . . . . . . . . . 243--255
             Jens Hòyrup   The roles of Mesopotamian bronze age
                                  mathematics tool for state formation and
                                  administration --- carrier of teachers'
                                  professional intellectual autonomy . . . 257--271

Educational Studies in Mathematics
Volume 66, Number 3, November, 2007

                       Ron Tzur   Fine grain assessment of students'
                                  mathematical understanding:
                                  participatory and anticipatory stagesin
                                  learning a new mathematical conception   273--291
                    Per Nilsson   Different ways in which students handle
                                  chance encounters in the explorative
                                  setting of a dice game . . . . . . . . . 293--315
            Rossana Falcade and   
            Colette Laborde and   
      Maria Alessandra Mariotti   Approaching functions: Cabri tools as
                                  instruments of semiotic mediation  . . . 317--333
             John Threlfall and   
                 Peter Pool and   
              Matthew Homer and   
             Bronwen Swinnerton   Implicit aspects of paper and pencil
                                  mathematics assessment that come to
                                  light through the use of the computer    335--348
                Roza Leikin and   
            Anat Levav-Waynberg   Exploring mathematics teacher knowledge
                                  to explain the gap between theory-based
                                  recommendations and school practice in
                                  the use of connecting tasks  . . . . . . 349--371
                  Raimo Kaasila   Mathematical biography and key rhetoric  373--384


Educational Studies in Mathematics
Volume 67, Number 1, January, 2008

               Giorgio T. Bagni   Richard Rorty (1931--2007) and his
                                  legacy for mathematics educators . . . . 1--2
    Rosana Nogueira de Lima and   
                     David Tall   Procedural embodiment and magic in
                                  linear equations . . . . . . . . . . . . 3--18
             Anne Birgitte Fyhn   A climbing class' reinvention of angles  19--35
                    Torulf Palm   Impact of authenticity on sense making
                                  in word problem solving  . . . . . . . . 37--58
               Kai-Lin Yang and   
                    Fou-Lai Lin   A model of reading comprehension of
                                  geometry proof . . . . . . . . . . . . . 59--76
              Kamuran Tarim and   
                  Fikri Akdeniz   The effects of cooperative learning on
                                  Turkish elementary students' mathematics
                                  achievement and attitude towards
                                  mathematics using TAI and STAD methods   77--91

Educational Studies in Mathematics
Volume 67, Number 2, February, 2008

                    Uwe Gellert   Routines and collective orientations in
                                  mathematics teachers' professional
                                  development  . . . . . . . . . . . . . . 93--110
              Raimo Kaasila and   
          Markku S. Hannula and   
                  Anu Laine and   
                 Erkki Pehkonen   Socio-emotional orientations and teacher
                                  change . . . . . . . . . . . . . . . . . 111--123
Charalambos Y. Charalambous and   
        George N. Philippou and   
            Leonidas Kyriakides   Tracing the development of preservice
                                  teachers' efficacy beliefs in teaching
                                  mathematics during fieldwork . . . . . . 125--142
               David Wagner and   
          Beth Herbel-Eisenmann   ``Just don't'': The suppression and
                                  invitation of dialogue in the
                                  mathematics classroom  . . . . . . . . . 143--157
   Konstantinos A. Sdrolias and   
Triandafillos A. Triandafillidis   The transition to secondary school
                                  geometry: can there be a ``chain of
                                  school mathematics''?  . . . . . . . . . 159--169
           Elizabeth Warren and   
                     Tom Cooper   Generalising the pattern rule for visual
                                  growth patterns: Actions that support
                                  8-year olds' thinking  . . . . . . . . . 171--185

Educational Studies in Mathematics
Volume 67, Number 3, March, 2008

             Matthew Inglis and   
                 Adrian Simpson   Conditional inference and advanced
                                  mathematical study . . . . . . . . . . . 187--204
                Sean Larsen and   
               Michelle Zandieh   Proofs and refutations in the
                                  undergraduate mathematics classroom  . . 205--216
     Analía Bergé   The completeness property of the set of
                                  real numbers in the transition from
                                  calculus to analysis . . . . . . . . . . 217--235
              Ghislaine Gueudet   Investigating the secondary--tertiary
                                  transition . . . . . . . . . . . . . . . 237--254
                  Johan Lithner   A research framework for creative and
                                  imitative reasoning  . . . . . . . . . . 255--276


Educational Studies in Mathematics
Volume 68, Number 1, May, 2008

              Zbigniew Semadeni   Deep intuition as a level in the
                                  development of the concept image . . . . 1--17
           Erhan Bingolbali and   
                  John Monaghan   Concept image revisited  . . . . . . . . 19--35
     Cecilia Agudelo-Valderrama   The power of Colombian mathematics
                                  teachers' conceptions of
                                  social/institutional factors of teaching 37--54
                M. Pari\`es and   
                  A. Robert and   
                    J. Rogalski   Analyses de séances en classe et stabilité
                                  des pratiques d'enseignants de
                                  mathématiques expérimentés du second degré.
                                  (French) [Analyzes of classroom sessions
                                  and stability of the practices of
                                  experimental-mathematics teachers of the
                                  second level]  . . . . . . . . . . . . . 55--80

Educational Studies in Mathematics
Volume 68, Number 2, June, 2008

               Richard Lesh and   
                Stephen Hegedus   Introduction: Building on the vision of
                                  Jim Kaput (1942--2005) . . . . . . . . . 81--83
               Celia Hoyles and   
                   Richard Noss   Next steps in implementing Kaput's
                                  research programme . . . . . . . . . . . 85--97
        Luis Moreno-Armella and   
         Stephen J. Hegedus and   
                 James J. Kaput   From static to dynamic mathematics:
                                  historical and representational
                                  perspectives . . . . . . . . . . . . . . 99--111
               Richard Lesh and   
         James A. Middleton and   
           Elizabeth Caylor and   
                   Shweta Gupta   A science need: Designing tasks to
                                  engage students in modeling complex data 113--130
          Roberta Y. Schorr and   
               Gerald A. Goldin   Students' expression of affect in an
                                  inner-city simcalc classroom . . . . . . 131--148
               J. Roschelle and   
                   D. Tatar and   
               N. Shechtman and   
                     J. Knudsen   The role of scaling up research in
                                  designing for and evaluating robustness  149--170
         Stephen J. Hegedus and   
              William R. Penuel   Studying new forms of participation and
                                  identity in mathematics classrooms with
                                  integrated communication and
                                  representational infrastructures . . . . 171--183
                     David Tall   James J. Kaput (1942--2005) imagineer
                                  and futurologist of mathematics
                                  education  . . . . . . . . . . . . . . . 185--193

Educational Studies in Mathematics
Volume 68, Number 3, July, 2008

                Rina Zazkis and   
               Egan J. Chernoff   What makes a counterexample exemplary?   195--208
 Bárbara M. Brizuela and   
            Gabrielle A. Cayton   The roles of punctuation marks while
                                  learning about written numbers . . . . . 209--225
                     Tony Brown   Lacan, subjectivity and the task of
                                  mathematics education research . . . . . 227--245
                Keith Weber and   
              Carolyn Maher and   
              Arthur Powell and   
           Hollylynne Stohl Lee   Learning opportunities from group
                                  discussions: warrants become the objects
                                  of debate  . . . . . . . . . . . . . . . 247--261
                 Enis Dogan and   
                Kikumi Tatsuoka   An international comparison using a
                                  diagnostic testing model: Turkish
                                  students' profile of mathematical skills
                                  on TIMSS-R . . . . . . . . . . . . . . . 263--272


Educational Studies in Mathematics
Volume 69, Number 1, September, 2008

    Christian Greiffenhagen and   
                   Wes Sharrock   School mathematics and its everyday
                                  other? Revisiting Lave's `Cognition in
                                  Practice'  . . . . . . . . . . . . . . . 1--21
              David W. Carraher   Beyond `blaming the victim' and
                                  `standing in awe of noble savages': a
                                  response to ``Revisiting Lave's
                                  `cognition in practice'''  . . . . . . . 23--32
         Vicenç Font and   
         Ángel Contreras   The problem of the particular and its
                                  relation to the general in mathematics
                                  education  . . . . . . . . . . . . . . . 33--52
              Michal Tabach and   
             Abraham Arcavi and   
               Rina Hershkowitz   Transitions among different symbolic
                                  generalizations by algebra beginners in
                                  a computer intensive environment . . . . 53--71
               Giorgio T. Bagni   Centenary birth anniversary of E. W.
                                  Beth (1908--1964)  . . . . . . . . . . . 73--76

Educational Studies in Mathematics
Volume 69, Number 2, October, 2008

                  Liz Bills and   
                    Anne Watson   Editorial introduction . . . . . . . . . 77--79
              Pessia Tsamir and   
                Dina Tirosh and   
                Esther Levenson   Intuitive nonexamples: the case of
                                  triangles  . . . . . . . . . . . . . . . 81--95
                Anne Watson and   
                  Steve Shipman   Using learner generated examples to
                                  introduce new concepts . . . . . . . . . 97--109
                Lara Alcock and   
                 Matthew Inglis   Doctoral students' use of examples in
                                  evaluating and proving conjectures . . . 111--129
                Rina Zazkis and   
                    Roza Leikin   Exemplifying definitions: a case of a
                                  square . . . . . . . . . . . . . . . . . 131--148
                    Tim Rowland   The purpose, design and use of examples
                                  in the teaching of elementary
                                  mathematics  . . . . . . . . . . . . . . 149--163
                 Iris Zodik and   
                 Orit Zaslavsky   Characteristics of teachers' choice of
                                  examples in and for the mathematics
                                  classroom  . . . . . . . . . . . . . . . 165--182
            Paul Goldenberg and   
                     John Mason   Shedding light on and with example
                                  spaces . . . . . . . . . . . . . . . . . 183--194

Educational Studies in Mathematics
Volume 69, Number 3, November, 2008

                  Tommy Dreyfus   Editorial  . . . . . . . . . . . . . . . 195--196
                     Ivy Kidron   Abstraction and consolidation of the
                                  limit procept by means of instrumented
                                  schemes: the complementary role of three
                                  different frameworks . . . . . . . . . . 197--216
                 Kyeong Hah Roh   Students' images and their understanding
                                  of definitions of the limit of a
                                  sequence . . . . . . . . . . . . . . . . 217--233
              Michal Ayalon and   
                    Ruhama Even   Deductive reasoning: in the eye of the
                                  beholder . . . . . . . . . . . . . . . . 235--247
                     Tony Brown   Signifying ``students'', ``teachers''
                                  and ``mathematics'': a reading of a
                                  special issue  . . . . . . . . . . . . . 249--263
              Norma Presmeg and   
                   Luis Radford   On semiotics and subjectivity: a
                                  response to Tony Brown's ``Signifying
                                  `students', `teachers', and
                                  `mathematics': a reading of a special
                                  issue''  . . . . . . . . . . . . . . . . 265--276
      Rudolf Sträßer   Review of the proceedings of the 2001,
                                  2003 and 2005 French summer schools in
                                  Didactics of Mathematics . . . . . . . . 277--281
                Keith Jones and   
            Joanna Mamona-Downs   Brian Griffiths (1927--2008) --- his
                                  pioneering contributions to mathematics
                                  and education  . . . . . . . . . . . . . 283--286


Educational Studies in Mathematics
Volume 70, Number 1, January, 2009

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 1--3
      Demetra Pitta-Pantazi and   
          Constantinos Christou   Cognitive styles, dynamic geometry and
                                  measurement performance  . . . . . . . . 5--26
                 Dor Abrahamson   Embodied design: constructing means for
                                  constructing meaning . . . . . . . . . . 27--47
           Melissa Gresalfi and   
              Taylor Martin and   
              Victoria Hand and   
                   James Greeno   Constructing competence: an analysis of
                                  student participation in the activity
                                  systems of mathematics classrooms  . . . 49--70
         Fulvia Furinghetti and   
             Francesca Morselli   Every unsuccessful problem solver is
                                  unsuccessful in his or her own way:
                                  affective and cognitive factors in
                                  proving  . . . . . . . . . . . . . . . . 71--90

Educational Studies in Mathematics
Volume 70, Number 2, March, 2009

                 L. Radford and   
                 L. Edwards and   
                   F. Arzarello   Introduction: beyond words . . . . . . . 91--95
       Ferdinando Arzarello and   
              Domingo Paola and   
            Ornella Robutti and   
                Cristina Sabena   Gestures as semiotic resources in the
                                  mathematics classroom  . . . . . . . . . 97--109
                   Luis Radford   Why do gestures matter? Sensuous
                                  cognition and the palpability of
                                  mathematical meanings  . . . . . . . . . 111--126
              Laurie D. Edwards   Gestures and conceptual integration in
                                  mathematical talk  . . . . . . . . . . . 127--141
         Michela Maschietto and   
       Maria G. Bartolini Bussi   Working with artefacts: gestures,
                                  drawings and speech in the construction
                                  of the mathematical meaning of the
                                  visual pyramid . . . . . . . . . . . . . 143--157
         Ricardo Nemirovsky and   
              Francesca Ferrara   Mathematical imagination and embodied
                                  cognition  . . . . . . . . . . . . . . . 159--174
         Wolff-Michael Roth and   
               Jennifer S. Thom   Bodily experience and mathematical
                                  conceptions: from classical views to a
                                  phenomenological reconceptualization . . 175--189
                     Anna Sfard   What's all the fuss about gestures? A
                                  commentary . . . . . . . . . . . . . . . 191--200
                Julian Williams   Embodied multi-modal communication from
                                  the perspective of activity theory . . . 201--210
                    James Kaput   Building intellectual infrastructure to
                                  expose and understand ever-increasing
                                  complexity . . . . . . . . . . . . . . . 211--215

Educational Studies in Mathematics
Volume 70, Number 3, April, 2009

             Patrick Barmby and   
               Tony Harries and   
              Steve Higgins and   
               Jennifer Suggate   The array representation and primary
                                  children's understanding and reasoning
                                  in multiplication  . . . . . . . . . . . 217--241
         Shelly Sheats Harkness   Social constructivism and the Believing
                                  Game: a mathematics teacher's practice
                                  and its implications . . . . . . . . . . 243--258
          Donna Kotsopoulos and   
                 Michelle Cordy   Investigating imagination as a cognitive
                                  space for learning mathematics . . . . . 259--274
              Michael Weiss and   
            Patricio Herbst and   
                  Chialing Chen   Teachers' perspectives on ``authentic
                                  mathematics'' and the two-column proof
                                  form . . . . . . . . . . . . . . . . . . 275--293
             Gaywalee Yamskulna   Book Review: \booktitleThe beautiful
                                  Monster  . . . . . . . . . . . . . . . . 295--298


Educational Studies in Mathematics
Volume 71, Number 1, May, 2009

              Joke Torbeyns and   
              Bert De Smedt and   
           Pol Ghesqui\`ere and   
             Lieven Verschaffel   Acquisition and use of shortcut
                                  strategies by traditionally schooled
                                  children . . . . . . . . . . . . . . . . 1--17
              Elsa Malisani and   
               Filippo Spagnolo   From arithmetical thought to algebraic
                                  thought: The role of the ``variable''    19--41
Máire Ní Ríordáin and   
                John O'Donoghue   The relationship between performance on
                                  mathematical word problems and language
                                  proficiency for students learning
                                  through the medium of Irish  . . . . . . 43--64
     Jean-Baptiste Lagrange and   
           Emel Ozdemir Erdogan   Teachers' emergent goals in
                                  spreadsheet-based lessons: analyzing the
                                  complexity of technology integration . . 65--84
                 Ramesh Kapadia   Book review: mathematics classrooms in
                                  twelve countries . . . . . . . . . . . . 85--93

Educational Studies in Mathematics
Volume 71, Number 2, June, 2009

                Gail FitzSimons   Call for book reviewers  . . . . . . . . 95--95
                   Paul Andrews   Comparative studies of mathematics
                                  teachers' observable learning
                                  objectives: validating low inference
                                  codes  . . . . . . . . . . . . . . . . . 97--122
      César Sáenz   The role of contextual, conceptual and
                                  procedural knowledge in activating
                                  mathematical competencies (PISA) . . . . 123--143
                  Amanda Jansen   Prospective elementary teachers'
                                  motivation to participate in whole-class
                                  discussions during mathematics content
                                  courses for teachers . . . . . . . . . . 145--160
Charalambos Y. Charalambous and   
             Areti Panaoura and   
               George Philippou   Using the history of mathematics to
                                  induce changes in preservice teachers'
                                  beliefs and attitudes: insights from
                                  evaluating a teacher education program   161--180
             Jacob Perrenet and   
                  Ruurd Taconis   Mathematical enculturation from the
                                  students' perspective: shifts in
                                  problem-solving beliefs and behaviour
                                  during the bachelor programme  . . . . . 181--198

Educational Studies in Mathematics
Volume 71, Number 3, July, 2009

          Ghislaine Gueudet and   
                    Luc Trouche   Towards new documentation systems for
                                  mathematics teachers?  . . . . . . . . . 199--218
                Amir H. Asghari   Experiencing equivalence but organizing
                                  order  . . . . . . . . . . . . . . . . . 219--234
           Uffe Thomas Jankvist   A categorization of the ``whys'' and
                                  ``hows'' of using history in mathematics
                                  education  . . . . . . . . . . . . . . . 235--261
                  Uri Leron and   
                    Orit Hazzan   Intuitive vs analytical thinking: four
                                  perspectives . . . . . . . . . . . . . . 263--278
            Kenneth Ruthven and   
            Rosemary Deaney and   
                  Sara Hennessy   Using graphing software to teach about
                                  algebraic forms: a study of
                                  technology-supported practice in
                                  secondary-school mathematics . . . . . . 279--297
               Robyn Pierce and   
                     Lynda Ball   Perceptions that may affect teachers'
                                  intention to use technology in secondary
                                  mathematics classes  . . . . . . . . . . 299--317


Educational Studies in Mathematics
Volume 72, Number 1, September, 2009

               David Wagner and   
          Beth Herbel-Eisenmann   Re-mythologizing mathematics through
                                  attention to classroom positioning . . . 1--15
                    Tobin White   Encrypted objects and decryption
                                  processes: problem-solving with
                                  functions in a learning environment
                                  based on cryptography  . . . . . . . . . 17--37
         Marilena Pantziara and   
        Athanasios Gagatsis and   
                    Iliada Elia   Using diagrams as tools for the solution
                                  of non-routine mathematical problems . . 39--60
Núria Gorgorió and   
                 Guida de Abreu   Social representations as mediators of
                                  practice in mathematics classrooms with
                                  immigrant students . . . . . . . . . . . 61--76
             Tiruwork Mulat and   
                 Abraham Arcavi   Success in mathematics within a
                                  challenged minority: the case of
                                  students of Ethiopian origin in Israel
                                  (SEO)  . . . . . . . . . . . . . . . . . 77--92
    Maria Lorelei Fernandez and   
                 Evrim Erbilgin   Examining the supervision of mathematics
                                  student teachers through analysis of
                                  conference communications  . . . . . . . 93--110
   María Luz Callejo and   
                    Antoni Vila   Approach to mathematical problem solving
                                  and students' belief systems: two case
                                  studies  . . . . . . . . . . . . . . . . 111--126
             Doug M. Clarke and   
                     Anne Roche   Students' fraction comparison strategies
                                  as a window into robust understanding
                                  and possible pointers for instruction    127--138

Educational Studies in Mathematics
Volume 72, Number 2, November, 2009

            Mariana Montiel and   
         Miguel R. Wilhelmi and   
            Draga Vidakovic and   
                    Iwan Elstak   Using the onto-semiotic approach to
                                  identify and analyze mathematical
                                  meaning when transiting between
                                  different coordinate systems in a
                                  multivariate context . . . . . . . . . . 139--160
               Jeanne Tunks and   
                    Kirk Weller   Changing practice, changing minds, from
                                  arithmetical to algebraic thinking: an
                                  application of the concerns-based
                                  adoption model (CBAM)  . . . . . . . . . 161--183
             Matthew Inglis and   
                 Adrian Simpson   Conditional inference and advanced
                                  mathematical study: further evidence . . 185--198
           Takeshi Miyakawa and   
            Carl Winslòw   Didactical designs for students'
                                  proportional reasoning: an ``open
                                  approach'' lesson and a ``fundamental
                                  situation''  . . . . . . . . . . . . . . 199--218
           Barbara Jaworski and   
                 Despina Potari   Bridging the macro- and micro-divide:
                                  using an activity theory model to
                                  capture sociocultural complexity in
                                  mathematics teaching and its development 219--236
     Andreas J. Stylianides and   
         Gabriel J. Stylianides   Proof constructions and evaluations  . . 237--253
                Richard Barwell   Researchers' descriptions and the
                                  construction of mathematical thinking    255--269

Educational Studies in Mathematics
Volume 72, Number 3, December, 2009

                Kaye Stacey and   
                   Jill Vincent   Modes of reasoning in explanations in
                                  Australian eighth-grade mathematics
                                  textbooks  . . . . . . . . . . . . . . . 271--288
           Denna L. Wheeler and   
               Diane Montgomery   Community college students' views on
                                  learning mathematics in terms of their
                                  epistemological beliefs: a Q method
                                  study  . . . . . . . . . . . . . . . . . 289--306
        Paul Ngee-Kiong Lau and   
              Parmjit Singh and   
                   Tee-Yong Hwa   Constructing mathematics in an
                                  interactive classroom context  . . . . . 307--324
                  Kamuran Tarim   The effects of cooperative learning on
                                  preschoolers' mathematics
                                  problem-solving ability  . . . . . . . . 325--340
                    Nadia Hardy   Students' perceptions of institutional
                                  practices: the case of limits of
                                  functions in college level Calculus
                                  courses  . . . . . . . . . . . . . . . . 341--358
       Kalifa Traoré and   
                 Nadine Bednarz   Mathématiques de la vie quotidienne au
                                  Burkina Faso: une analyse de la pratique
                                  sociale de comptage et de vente de
                                  mangues. (French) [Mathematics of
                                  everyday life in Burkina Faso: an
                                  analysis of the social practice of
                                  counting and selling mangoes]  . . . . . 359--378
           Bracha Kramarski and   
                    Tali Revach   The challenge of self-regulated learning
                                  in mathematics teachers' professional
                                  training . . . . . . . . . . . . . . . . 379--399


Educational Studies in Mathematics
Volume 73, Number 1, January, 2010

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 1--2
            Maria Trigueros and   
 Rafael Martínez-Planell   Geometrical representations in the
                                  learning of two-variable functions . . . 3--19
                Sam Shreyar and   
            Betina Zolkower and   
            Silvia Pérez   Thinking aloud together: A teacher's
                                  semiotic mediation of a whole-class
                                  conversation about percents  . . . . . . 21--53
                Laura Black and   
            Julian Williams and   
    Paul Hernandez-Martinez and   
              Pauline Davis and   
              Maria Pampaka and   
                     Geoff Wake   Developing a `leading identity': the
                                  relationship between students'
                                  mathematical identities and their career
                                  and higher education aspirations . . . . 55--72
                  Bruno D'Amore   Obituary: Giorgio Tomaso Bagni
                                  (1958--2009) . . . . . . . . . . . . . . 73--74
               Giorgio T. Bagni   Mathematics and positive sciences: a
                                  reflection following Heidegger . . . . . 75--85
                Kenneth Ruthven   Book review: Summing up mathematics
                                  teacher education  . . . . . . . . . . . 87--97
          Margaret Anne Walshaw   Book review: Teacher-centredness and
                                  student-centredness under interrogation  99--103

Educational Studies in Mathematics
Volume 73, Number 2, March, 2010

                    Jaehoon Yim   Children's strategies for division by
                                  fractions in the context of the area of
                                  a rectangle  . . . . . . . . . . . . . . 105--120
                Esther Levenson   Fifth-grade students' use and
                                  preferences for mathematically and
                                  practically based explanations . . . . . 121--142
            David S. Bolden and   
            Tony V. Harries and   
              Douglas P. Newton   Pre-service primary teachers'
                                  conceptions of creativity in mathematics 143--157
                   Atara Shriki   Working like real mathematicians:
                                  developing prospective teachers'
                                  awareness of mathematical creativity
                                  through generating new concepts  . . . . 159--179
                 Roger G. Brown   Does the introduction of the graphics
                                  calculator into system-wide examinations
                                  lead to change in the types of
                                  mathematical skills tested?  . . . . . . 181--203
                      Luis Rico   Book review: \booktitleThe first century
                                  of the International Commission on
                                  Mathematical Instruction . . . . . . . . 205--210
         George Brian Greer and   
            Swapna Mukhopadhyay   Book Review: \booktitleThe language of
                                  mathematics: Telling mathematical tales.
                                  Bill Barton. 2008  . . . . . . . . . . . 211--215

Educational Studies in Mathematics
Volume 73, Number 3, April, 2010

              Pessia Tsamir and   
                Dina Tirosh and   
              Michal Tabach and   
                Esther Levenson   Multiple solution methods and multiple
                                  outcomes --- is it a task for
                                  kindergarten children? . . . . . . . . . 217--231
             Pnina S. Klein and   
           Esther Adi-Japha and   
           Simcha Hakak-Benizri   Mathematical thinking of kindergarten
                                  boys and girls: similar achievement,
                                  different contributing processes . . . . 233--246
              Raimo Kaasila and   
             Erkki Pehkonen and   
                   Anu Hellinen   Finnish pre-service teachers' and upper
                                  secondary students' understanding of
                                  division and reasoning strategies used   247--261
                 Kyeong Hah Roh   An empirical study of students'
                                  understanding of a logical structure in
                                  the definition of limit via the $
                                  \varepsilon $-strip activity . . . . . . 263--279
                Eirini Geraniou   The transitional stages in the PhD
                                  degree in mathematics in terms of
                                  students' motivation . . . . . . . . . . 281--296
                   F. D. Rivera   Visual templates in pattern
                                  generalization activity  . . . . . . . . 297--328


Educational Studies in Mathematics
Volume 74, Number 1, May, 2010

                Ronnie Karsenty   Nonprofessional mathematics tutoring for
                                  low-achieving students in secondary
                                  schools: A case study  . . . . . . . . . 1--21
                  Bert van Oers   Emergent mathematical thinking in the
                                  context of play  . . . . . . . . . . . . 23--37
               David Wagner and   
                    Brent Davis   Feeling number: grounding number sense
                                  in a sense of quantity . . . . . . . . . 39--51
           Uffe Thomas Jankvist   An empirical study of using history as a
                                  `goal' . . . . . . . . . . . . . . . . . 53--74
                 Ivy Kidron and   
                  Tommy Dreyfus   Justification enlightenment and
                                  combining constructions of knowledge . . 75--93

Educational Studies in Mathematics
Volume 74, Number 2, June, 2010

                 Martin Carlsen   Appropriating geometric series as a
                                  cultural tool: a study of student
                                  collaborative learning . . . . . . . . . 95--116
                 Ji-Won Son and   
                 Sharon L. Senk   How reform curricula in the USA and
                                  Korea present multiplication and
                                  division of fractions  . . . . . . . . . 117--142
       Günhan Caglayan and   
                     John Olive   Eighth grade students' representations
                                  of linear equations based on a cups and
                                  tiles model  . . . . . . . . . . . . . . 143--162
                  Hagar Gal and   
               Liora Linchevski   To see or not to see: analyzing
                                  difficulties in geometry from the
                                  perspective of visual perception . . . . 163--183
                  Michael Meyer   Abduction --- A logical view for
                                  investigating and initiating processes
                                  of discovering mathematical coherences   185--205

Educational Studies in Mathematics
Volume 74, Number 3, July, 2010

                Ruhama Even and   
                 Tova Kvatinsky   What mathematics do teachers with
                                  contrasting teaching approaches address
                                  in probability lessons?  . . . . . . . . 207--222
          Nathalie Sinclair and   
              Shiva Gol Tabaghi   Drawing space: mathematicians' kinetic
                                  conceptions of eigenvectors  . . . . . . 223--240
                Per Nilsson and   
                   Andreas Ryve   Focal event, contextualization, and
                                  effective communication in the
                                  mathematics classroom  . . . . . . . . . 241--258
           Karin Usadi Katz and   
                Mikhail G. Katz   Zooming in on infinitesimal $ 1 - .9
                                  \ldots {} $ in a post-triumvirate era    259--273
   Chrissavgi Triantafillou and   
                 Despina Potari   Mathematical practices in a
                                  technological workplace: the role of
                                  tools  . . . . . . . . . . . . . . . . . 275--294


Educational Studies in Mathematics
Volume 75, Number 1, September, 2010

Charalambos Y. Charalambous and   
            George N. Philippou   Teachers' concerns and efficacy beliefs
                                  about implementing a mathematics
                                  curriculum reform: integrating two lines
                                  of inquiry . . . . . . . . . . . . . . . 1--21
      Beth Herbel-Eisenmann and   
               David Wagner and   
                 Viviana Cortes   Lexical bundle analysis in mathematics
                                  classroom discourse: the significance of
                                  stance . . . . . . . . . . . . . . . . . 23--42
      Beth Herbel-Eisenmann and   
                   David Wagner   Appraising lexical bundles in
                                  mathematics classroom discourse:
                                  obligation and choice  . . . . . . . . . 43--63
                   Gila Ron and   
              Tommy Dreyfus and   
               Rina Hershkowitz   Partially correct constructs illuminate
                                  students' inconsistent answers . . . . . 65--87
              Jesper Boesen and   
              Johan Lithner and   
                    Torulf Palm   The relation between types of assessment
                                  tasks and the mathematical reasoning
                                  students use . . . . . . . . . . . . . . 89--105
         Uldarico Malaspina and   
             Vicenç Font   The role of intuition in the solving of
                                  optimization problems  . . . . . . . . . 107--130

Educational Studies in Mathematics
Volume 75, Number 2, November, 2010

         Vicenç Font and   
              Janete Bolite and   
                  Jorge Acevedo   Metaphors in mathematics classrooms:
                                  analyzing the dynamic process of
                                  teaching and learning of graph functions 131--152
                Kim Beswick and   
                Anne Watson and   
                   Els De Geest   Comparing theoretical perspectives in
                                  describing mathematics departments:
                                  complexity and activity  . . . . . . . . 153--170
              Åse Hansson   Instructional responsibility in
                                  mathematics education: modelling
                                  classroom teaching using Swedish data    171--189
            Marios Pittalis and   
          Constantinos Christou   Types of reasoning in 3D geometry
                                  thinking and their relation with spatial
                                  ability  . . . . . . . . . . . . . . . . 191--212
              Paul Drijvers and   
            Michiel Doorman and   
                 Peter Boon and   
                 Helen Reed and   
              Koeno Gravemeijer   The teacher and the tool: instrumental
                                  orchestrations in the technology-rich
                                  mathematics classroom  . . . . . . . . . 213--234
                     Robert Ely   Book review: Theories of mathematics
                                  education: Seeking new frontiers . . . . 235--240

Educational Studies in Mathematics
Volume 75, Number 3, December, 2010

                 Eva Thanheiser   Investigating further preservice
                                  teachers' conceptions of multidigit
                                  whole numbers: refining a framework  . . 241--251
              Maria Kaisari and   
                 Tasos Patronis   So we decided to call ``straight line''
                                  (\ldots ): Mathematics students'
                                  interaction and negotiation of meaning
                                  in constructing a model of elliptic
                                  geometry . . . . . . . . . . . . . . . . 253--269
                   Kirsti Hemmi   Three styles characterising
                                  mathematicians' pedagogical perspectives
                                  on proof . . . . . . . . . . . . . . . . 271--291
            Christine M. Phelps   Factors that pre-service elementary
                                  teachers perceive as affecting their
                                  motivational profiles in mathematics . . 293--309
                Mehmet Bekdemir   The pre-service teachers' mathematics
                                  anxiety related to depth of negative
                                  experiences in mathematics classroom
                                  while they were students . . . . . . . . 311--328
                     Tony Brown   Truth and the renewal of knowledge: the
                                  case of mathematics education  . . . . . 329--343
            Denise Silva Vilela   Discussing a philosophical background
                                  for the ethnomathematical program  . . . 345--358


Educational Studies in Mathematics
Volume 76, Number 1, January, 2011

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 1--2
        Deborah Moore-Russo and   
           AnnaMarie Conner and   
               Kristina I. Rugg   Can slope be negative in 3-space?
                                  Studying concept image of slope through
                                  collective definition construction . . . 3--21
   Yifat Ben-David Kolikant and   
                     Orit Broza   The effect of using a video clip
                                  presenting a contextual story on
                                  low-achieving students' mathematical
                                  discourse  . . . . . . . . . . . . . . . 23--47
             Aaron Weinberg and   
                 Emilie Wiesner   Understanding mathematics textbooks
                                  through reader-oriented theory . . . . . 49--63
                      Xuhua Sun   ``Variation problems'' and their roles
                                  in the topic of fraction division in
                                  Chinese mathematics textbook examples    65--85
    Robyn Jorgensen Zevenbergen   Young workers and their dispositions
                                  towards mathematics: tensions of a
                                  mathematical habitus in the retail
                                  industry . . . . . . . . . . . . . . . . 87--100
                   Luis Radford   Book Review: \booktitleClassroom
                                  Interaction: Why is it Good, Really?
                                  Baruch Schwarz, Tommy Dreyfus and Rina
                                  Hershkowitz (Eds.) (2009) Transformation
                                  of knowledge through classroom
                                  interaction  . . . . . . . . . . . . . . 101--115
                Julie Gainsburg   Book Review: Hoyles, C., Noss, R., Kent,
                                  P., & Bakker. A. (2010).
                                  \booktitleImproving mathematics at work:
                                  The need for techno-mathematical
                                  literacies . . . . . . . . . . . . . . . 117--122

Educational Studies in Mathematics
Volume 76, Number 2, March, 2011

             Kyeong-Hwa Lee and   
               Bharath Sriraman   Conjecturing via reconceived classical
                                  analogy  . . . . . . . . . . . . . . . . 123--140
           Mourat A. Tchoshanov   Relationship between teacher knowledge
                                  of concepts and connections, teaching
                                  practice, and student achievement in
                                  middle grades mathematics  . . . . . . . 141--164
   Cécile Ouvrier-Buffet   A mathematical experience involving
                                  defining processes: in-action
                                  definitions and zero-definitions . . . . 165--182
       Agida Gabil Manizade and   
            Marguerite M. Mason   Using Delphi methodology to design
                                  assessments of teachers' pedagogical
                                  content knowledge  . . . . . . . . . . . 183--207
                 Alexandre Pais   Criticisms and contradictions of
                                  ethnomathematics . . . . . . . . . . . . 209--230
                 Kathleen Nolan   Book review: Pausing to relate and
                                  participate  . . . . . . . . . . . . . . 231--235
                   Karin Brodie   Book review: \booktitleMathematical
                                  relationships in education: identities
                                  and participation, edited by Laura
                                  Black, Heather Mendick, & Yvette Solomon
                                  (2009) . . . . . . . . . . . . . . . . . 237--241
                Gail FitzSimons   Book Review: \booktitleMathematics
                                  education where people really matter.
                                  Brian Greer, Swapna Mukhopadhyay, Arthur
                                  B. Powell & Sharon Nelson--Barber (Eds.)
                                  (2009). Culturally responsive
                                  mathematics education  . . . . . . . . . 243--246

Educational Studies in Mathematics
Volume 76, Number 3, April, 2011

                Rina Zazkis and   
                     Dov Zazkis   The significance of mathematical
                                  knowledge in teaching elementary methods
                                  courses: perspectives of mathematics
                                  teacher educators  . . . . . . . . . . . 247--263
           Despina A. Stylianou   An examination of middle school
                                  students' representation practices in
                                  mathematical problem solving through the
                                  lens of expert work: towards an
                                  organizing scheme  . . . . . . . . . . . 265--280
          Bettina Pedemonte and   
                     David Reid   The role of abduction in proving
                                  processes  . . . . . . . . . . . . . . . 281--303
       Higinio Domínguez   Using what matters to students in
                                  bilingual mathematics problems . . . . . 305--328
                Keith Weber and   
         Juan Pablo Mejia-Ramos   Why and how mathematicians read proofs:
                                  an exploratory study . . . . . . . . . . 329--344
José Domingo Villarroel and   
Margarita Miñón and   
             Teresa Nuño   The origin of counting: A study of the
                                  early meaning of `one', `two' and
                                  `three' among Basque- and
                                  Spanish-speaking children  . . . . . . . 345--361
                      Tony Wing   Book Review: Purifying the dialect of
                                  the tribe. Anna Sfard (2008).
                                  \booktitleThinking as communicating:
                                  Human development, the growth of
                                  discourses, and mathematizing  . . . . . 363--369


Educational Studies in Mathematics
Volume 77, Number 1, May, 2011

              Paola Iannone and   
             Matthew Inglis and   
Juan Pablo Mejía-Ramos and   
             Adrian Simpson and   
                    Keith Weber   Does generating examples aid proof
                                  production?  . . . . . . . . . . . . . . 1--14
           Egan J. Chernoff and   
                    Rina Zazkis   From personal to conventional
                                  probabilities: from sample set to sample
                                  space  . . . . . . . . . . . . . . . . . 15--33
               Troels Lange and   
                  Tamsin Meaney   I actually started to scream: emotional
                                  and mathematical trauma from doing
                                  school mathematics homework  . . . . . . 35--51
             Carla van de Sande   A description and characterization of
                                  student activity in an open, online,
                                  mathematics help forum . . . . . . . . . 53--78
                 Gert Schubring   Conceptions for relating the evolution
                                  of mathematical concepts to mathematics
                                  learning --- epistemology, history, and
                                  semiotics interacting  . . . . . . . . . 79--104
         George Kospentaris and   
          Panagiotis Spyrou and   
              Dionyssios Lappas   Exploring students' strategies in area
                                  conservation geometrical tasks . . . . . 105--127
              Alain Kuzniak and   
           Jean-Claude Rauscher   How do teachers' approaches to geometric
                                  work relate to geometry students'
                                  learning difficulties? . . . . . . . . . 129--147

Educational Studies in Mathematics
Volume 77, Number 2--3, July, 2011

               Luis Radford and   
             Gert Schubring and   
                    Falk Seeger   Signifying and meaning-making in
                                  mathematical thinking, teaching, and
                                  learning . . . . . . . . . . . . . . . . 149--156
                 Lulu Healy and   
Solange Hassan Ahmad Ali Fernandes   The role of gestures in the mathematical
                                  practices of those who do not see with
                                  their eyes . . . . . . . . . . . . . . . 157--174
               Harun Zurina and   
                Julian Williams   Gesturing for oneself  . . . . . . . . . 175--188
       Ferdinando Arzarello and   
                Cristina Sabena   Semiotic and theoretic control in
                                  argumentation and proof activities . . . 189--206
                    Falk Seeger   On meaning making in mathematics
                                  education: social, emotional, semiotic   207--226
               Luis Radford and   
             Wolff-Michael Roth   Intercorporeality and ethical
                                  commitment: an activity perspective on
                                  classroom interaction  . . . . . . . . . 227--245
             Juan D. Godino and   
         Vicenç Font and   
         Miguel R. Wilhelmi and   
                 Orlando Lurduy   Why is the learning of elementary
                                  arithmetic concepts difficult? Semiotic
                                  tools for understanding the nature of
                                  mathematical objects . . . . . . . . . . 247--265
           Jennifer S. Thom and   
             Wolff-Michael Roth   Radical embodiment and semiotics: toward
                                  a theory of mathematics in the flesh . . 267--284
                   George Santi   Objectification and semiotic function    285--311
         Michael Friedrich Otte   Evolution, learning, and semiotics from
                                  a Peircean point of view . . . . . . . . 313--329
                 Gert Schubring   On how $n$ and $i$ turned out to become
                                  indices in mathematical sequences and
                                  formulae . . . . . . . . . . . . . . . . 331--350
                 Tony Brown and   
                  David Heywood   Geometry, subjectivity and the seduction
                                  of language: the regulation of spatial
                                  perception . . . . . . . . . . . . . . . 351--367
       Stephen John Hegedus and   
            Luis Moreno-Armella   The emergence of mathematical structures 369--388
               Michael N. Fried   Signs for you and signs for me: the
                                  double aspect of semiotic perspectives   389--397


Educational Studies in Mathematics
Volume 78, Number 1, September, 2011

                Megan Wawro and   
          George F. Sweeney and   
               Jeffrey M. Rabin   Subspace in linear algebra:
                                  investigating students' concept images
                                  and interactions with the formal
                                  definition . . . . . . . . . . . . . . . 1--19
Michelle H. Wilkerson-Jerde and   
                Uri J. Wilensky   How do mathematicians learn math?:
                                  resources and acts for constructing and
                                  understanding mathematics  . . . . . . . 21--43
              Mary Q. Foote and   
              Tonya Gau Bartell   Pathways to equity in mathematics
                                  education: how life experiences impact
                                  researcher positionality . . . . . . . . 45--68
       Maurício Rosa and   
                 Stephen Lerman   Researching online mathematics
                                  education: opening a space for virtual
                                  learner identities . . . . . . . . . . . 69--90
                 Sarah Bansilal   Assessment reform in South Africa:
                                  opening up or closing spaces for
                                  teachers?  . . . . . . . . . . . . . . . 91--107
                     Ivy Kidron   Tacit models, treasured intuitions and
                                  the discrete --- continuous interplay    109--126
                    Kaye Stacey   Book Review: A journey through the world
                                  of technology in mathematics education.
                                  Celia Hoyles and Jean-Baptiste Lagrange
                                  (Eds.) (2010). \booktitleMathematics
                                  education and technology --- Rethinking
                                  the terrain  . . . . . . . . . . . . . . 127--134

Educational Studies in Mathematics
Volume 78, Number 2, November, 2011

          Margaret Sinclair and   
                 Ami Mamolo and   
             Walter J. Whiteley   Designing spatial visual tasks for
                                  research: the case of the filling task   135--163
               Iuliana Radu and   
                    Keith Weber   Refinements in mathematics undergraduate
                                  students' reasoning on completed
                                  infinite iterative processes . . . . . . 165--180
               Iuliana Radu and   
                    Keith Weber   Erratum to: Refinements in mathematics
                                  undergraduate students' reasoning on
                                  completed infinite iterative processes   181--182
                      Hagar Gal   From Another Perspective --- training
                                  teachers to cope with problematic
                                  learning situations in geometry  . . . . 183--203
             Jenq-Jong Tsay and   
              April B. Judd and   
                Shandy Hauk and   
                  Mark K. Davis   Case study of a college mathematics
                                  instructor: patterns of classroom
                                  discourse  . . . . . . . . . . . . . . . 205--229
               H. Bahadir Yanik   Prospective middle school mathematics
                                  teachers' preconceptions of geometric
                                  translations . . . . . . . . . . . . . . 231--260
                Rik Pinxten and   
          Karen François   Politics in an Indian canyon? Some
                                  thoughts on the implications of
                                  ethnomathematics . . . . . . . . . . . . 261--273

Educational Studies in Mathematics
Volume 78, Number 3, December, 2011

            Anna Sierpinska and   
            Georgeana Bobos and   
                Andreea Pruncut   Teaching absolute value inequalities to
                                  mature students  . . . . . . . . . . . . 275--305
                 Elise Lockwood   Student connections among counting
                                  problems: an exploration using
                                  actor-oriented transfer  . . . . . . . . 307--322
            Janet G. Walter and   
                    Tara Barros   Students build mathematical theory:
                                  semantic warrants in argumentation . . . 323--342
                 Magali Hersant   Correspondance entre él\`eves: conditions
                                  d'une activité mathématique \flqq créative
                                  \frqq et problématisée \`a la fin du lycée.
                                  (French) [Correspondence between pupils:
                                  conditions of a `creative' and
                                  problematized mathematical activity at
                                  the end of the secondary school] . . . . 343--370
              Caroline Yoon and   
       Michael O. J. Thomas and   
                  Tommy Dreyfus   Grounded blends and mathematical gesture
                                  spaces: developing mathematical
                                  understandings via gestures  . . . . . . 371--393
             Andrew Brantlinger   Rethinking critical mathematics: a
                                  comparative analysis of critical,
                                  reform, and traditional geometry
                                  instructional texts  . . . . . . . . . . 395--411


Educational Studies in Mathematics
Volume 79, Number 1, January, 2012

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 1--2
     Juan Pablo Mejia-Ramos and   
                Evan Fuller and   
                Keith Weber and   
             Kathryn Rhoads and   
                   Aron Samkoff   An assessment model for proof
                                  comprehension in undergraduate
                                  mathematics  . . . . . . . . . . . . . . 3--18
               Naomi Prusak and   
           Rina Hershkowitz and   
              Baruch B. Schwarz   From visual reasoning to logical
                                  necessity through argumentative design   19--40
           Alfredo Bautista and   
             Wolff-Michael Roth   Conceptualizing sound as a form of
                                  incarnate mathematical consciousness . . 41--59
         Marilena Pantziara and   
               George Philippou   Levels of students' ``conception'' of
                                  fractions  . . . . . . . . . . . . . . . 61--83
                 Vilma Mesa and   
                Brett Griffiths   Textbook mediation of teaching: an
                                  example from tertiary mathematics
                                  instructors  . . . . . . . . . . . . . . 85--107
                  Leigh N. Wood   Practice and conceptions: communicating
                                  mathematics in the workplace . . . . . . 109--125
                    Kim Beswick   Teachers' beliefs about school
                                  mathematics and mathematicians'
                                  mathematics and their relationship to
                                  practice . . . . . . . . . . . . . . . . 127--147
                  Victoria Hand   Book Review: Adding depth to portraits
                                  of mathematical inquiry. Karin Brodie
                                  (2010). \booktitleTeaching mathematical
                                  reasoning in secondary school classrooms 149--155

Educational Studies in Mathematics
Volume 79, Number 2, February, 2012

                Elena Nardi and   
                 Irene Biza and   
        Theodossios Zachariades   `Warrant' revisited: Integrating
                                  mathematics teachers' pedagogical and
                                  epistemological considerations into
                                  Toulmin's model for argumentation  . . . 157--173
           Lisa Anne Kasmer and   
                  Ok-Kyeong Kim   The nature of student predictions and
                                  learning opportunities in middle school
                                  algebra  . . . . . . . . . . . . . . . . 175--191
             Chronoula Voutsina   Procedural and conceptual changes in
                                  young children's problem solving . . . . 193--214
      Stanis\law Schukajlow and   
              Dominik Leiss and   
            Reinhard Pekrun and   
                Werner Blum and   
         Marcel Müller and   
                 Rudolf Messner   Teaching methods for modelling problems
                                  and students' task-specific enjoyment,
                                  value, interest and self-efficacy
                                  expectations . . . . . . . . . . . . . . 215--237
            Amal Hussain Alajmi   How do elementary textbooks address
                                  fractions? A review of mathematics
                                  textbooks in the USA, Japan, and Kuwait  239--261
                   Yuichi Handa   Teasing out repetition from rote: an
                                  essay on two versions of will  . . . . . 263--272
               Sebastian Kuntze   Pedagogical content beliefs: global,
                                  content domain-related and
                                  situation-specific components  . . . . . 273--292
                  Joy A. Oslund   Mathematics-for-teaching: what can be
                                  learned from the ethnopoetics of
                                  teachers' stories? . . . . . . . . . . . 293--309
                  Megan Che and   
             Elaine Wiegert and   
                Karen Threlkeld   Problem solving strategies of girls and
                                  boys in single-sex mathematics
                                  classrooms . . . . . . . . . . . . . . . 311--326

Educational Studies in Mathematics
Volume 79, Number 3, March, 2012

         Lieven Verschaffel and   
               Peter Bryant and   
                  Joke Torbeyns   Introduction . . . . . . . . . . . . . . 327--334
               Greet Peters and   
              Bert De Smedt and   
              Joke Torbeyns and   
           Pol Ghesqui\`ere and   
             Lieven Verschaffel   Children's use of subtraction by
                                  addition on large single-digit
                                  subtractions . . . . . . . . . . . . . . 335--349
       Marjolijn Peltenburg and   
Marja van den Heuvel-Panhuizen and   
            Alexander Robitzsch   Special education students' use of
                                  indirect addition in solving subtraction
                                  problems up to 100--- A proof of the
                                  didactical potential of an ignored
                                  procedure  . . . . . . . . . . . . . . . 351--369
            Terezinha Nunes and   
               Peter Bryant and   
              Deborah Evans and   
                Daniel Bell and   
                 Rossana Barros   Teaching children how to include the
                                  inversion principle in their reasoning
                                  about quantitative relations . . . . . . 371--388
           Christoph Selter and   
           Susanne Prediger and   
Marcus Nührenbörger and   
          Stephan Hußmann   Taking away and determining the
                                  difference --- a longitudinal
                                  perspective on two models of subtraction
                                  and the inverse relation to addition . . 389--408
      Katherine M. Robinson and   
                Jo-Anne LeFevre   The inverse relation between
                                  multiplication and division: Concepts,
                                  procedures, and a cognitive framework    409--428
                    Brian Greer   Inversion in mathematical thinking and
                                  learning . . . . . . . . . . . . . . . . 429--438
                Gerard Vergnaud   Commentary 1 . . . . . . . . . . . . . . 439--445
              Michael Schneider   Commentary 2: knowledge integration in
                                  mathematics learning: the case of
                                  inversion  . . . . . . . . . . . . . . . 447--453


Educational Studies in Mathematics
Volume 80, Number 1--2, May, 2012

                 Tony Brown and   
               Margaret Walshaw   Mathematics education and contemporary
                                  theory: guest editorial  . . . . . . . . 1--8
             Alexandre Pais and   
                   Paola Valero   Researching research: mathematics
                                  education in the Political . . . . . . . 9--24
                     Mary Klein   How inconvenient assumptions affect
                                  preservice teachers' uptake of new
                                  interactional patterns in mathematics:
                                  analysis and aspiration through a
                                  bifocal lens . . . . . . . . . . . . . . 25--40
           David W. Stinson and   
               Erika C. Bullock   Critical postmodern theory in
                                  mathematics education research: a praxis
                                  of uncertainty . . . . . . . . . . . . . 41--55
                Julian Williams   Use and exchange value in mathematics
                                  education: contemporary CHAT meets
                                  Bourdieu's sociology . . . . . . . . . . 57--72
                 Sverker Lundin   Hating school, loving mathematics: On
                                  the ideological function of critique and
                                  reform in mathematics education  . . . . 73--85
                  Gelsa Knijnik   Differentially positioned language
                                  games: ethnomathematics from a
                                  philosophical perspective  . . . . . . . 87--100
                   Luis Radford   Education and the illusions of
                                  emancipation . . . . . . . . . . . . . . 101--118
                  Ole Skovsmose   Symbolic power, robotting, and
                                  surveilling  . . . . . . . . . . . . . . 119--132
       Elizabeth de Freitas and   
              Nathalie Sinclair   Diagram, gesture, agency: theorizing
                                  embodiment in the mathematics classroom  133--152
                   David Wagner   Opening mathematics texts: resisting the
                                  seduction  . . . . . . . . . . . . . . . 153--169
                 Yvette Solomon   Finding a voice? Narrating the female
                                  self in mathematics  . . . . . . . . . . 171--183
           Margaret Walshaw and   
                     Tony Brown   Affective productions of mathematical
                                  experience . . . . . . . . . . . . . . . 185--199
                 Kathleen Nolan   Dispositions in the field: viewing
                                  mathematics teacher education through
                                  the lens of Bourdieu's social field
                                  theory . . . . . . . . . . . . . . . . . 201--215
             Laurinda Brown and   
                      Alf Coles   Developing ``deliberate analysis'' for
                                  learning mathematics and for mathematics
                                  teacher education: how the enactive
                                  approach to cognition frames reflection  217--231
                  Victoria Hand   Seeing culture and power in mathematical
                                  learning: toward a model of equitable
                                  instruction  . . . . . . . . . . . . . . 233--247
Melissa Sommerfeld Gresalfi and   
          Jacqueline Barnes and   
                   Dionne Cross   When does an opportunity become an
                                  opportunity? Unpacking classroom
                                  practice through the lens of ecological
                                  psychology . . . . . . . . . . . . . . . 249--267
                   Nigel Calder   The layering of mathematical
                                  interpretations through digital media    269--285

Educational Studies in Mathematics
Volume 80, Number 3, July, 2012

          Michal Yerushalmy and   
                   Osama Swidan   Signifying the accumulation graph in a
                                  dynamic and multi-representation
                                  environment  . . . . . . . . . . . . . . 287--306
                   Kai-Lin Yang   Structures of cognitive and
                                  metacognitive reading strategy use for
                                  reading comprehension of geometry proof  307--326
        Tinne Hoff Kjeldsen and   
          Morten Blomhòj   Beyond motivation: history as a method
                                  for learning meta-discursive rules in
                                  mathematics  . . . . . . . . . . . . . . 327--349
             Rakhi Banerjee and   
                 K. Subramaniam   Evolution of a teaching approach for
                                  beginning algebra  . . . . . . . . . . . 351--367
               Mary Mueller and   
           Dina Yankelewitz and   
                  Carolyn Maher   A framework for analyzing the
                                  collaborative construction of arguments
                                  and its interplay with agency  . . . . . 369--387
        Vida Manfreda Kolar and   
       Tatjana Hodnik \vCade\vz   Analysis of factors influencing the
                                  understanding of the concept of infinity 389--412
        Maria Manuela David and   
             Vanessa Sena Tomaz   The role of visual representations for
                                  structuring classroom mathematical
                                  activity . . . . . . . . . . . . . . . . 413--431
             Elisabetta Robotti   Natural language as a tool for analyzing
                                  the proving process: the case of plane
                                  geometry proof . . . . . . . . . . . . . 433--450
             Wolff-Michael Roth   Re/writing the subject: a contribution
                                  to post-structuralist theory in
                                  mathematics education  . . . . . . . . . 451--473
                     Tony Brown   Subjectivity and cultural adjustment in
                                  mathematics education: a response to
                                  Wolff--Michael Roth  . . . . . . . . . . 475--490


Educational Studies in Mathematics
Volume 81, Number 1, September, 2012

               Andreas Ryve and   
                Per Nilsson and   
                     John Mason   Establishing mathematics for teaching
                                  within classroom interactions in teacher
                                  education  . . . . . . . . . . . . . . . 1--14
                 Lyn D. English   Data modelling with first-grade students 15--30
                  Sarah Crafter   Parental cultural models and resources
                                  for understanding mathematical
                                  achievement in culturally diverse school
                                  settings . . . . . . . . . . . . . . . . 31--46
        Csaba Csíkos and   
      Judit Szitányi and   
                   Rita Kelemen   The effects of using drawings in
                                  developing young children's mathematical
                                  word problem solving: A design
                                  experiment with third-grade Hungarian
                                  students . . . . . . . . . . . . . . . . 47--65
        Kathleen Michelle Clark   History of mathematics: illuminating
                                  understanding of school mathematics
                                  concepts for prospective mathematics
                                  teachers . . . . . . . . . . . . . . . . 67--84
             Sandra Herbert and   
                   Robyn Pierce   Revealing educationally critical aspects
                                  of rate  . . . . . . . . . . . . . . . . 85--101
              Åse Hansson   The meaning of mathematics instruction
                                  in multilingual classrooms: analyzing
                                  the importance of responsibility for
                                  learning . . . . . . . . . . . . . . . . 103--125
             Marco Shappeck and   
          Gwendolyn Johnson and   
                    Ali Shalaih   Book review: Understanding culture and
                                  social identity as the key to success in
                                  mathematics. Na'ilah Suad Nasir and Paul
                                  Cobb (Eds.) (2007). \booktitleImproving
                                  access to mathematics: diversity and
                                  equity in the classroom  . . . . . . . . 127--132
           Elizabeth de Freitas   Book Review: Teacher identity: Harsh
                                  lessons learned from the
                                  micro-management of teachers and teacher
                                  education: A review of Tony Brown and
                                  Olwen McNamara's \booktitleBecoming a
                                  mathematics teacher: Identity and
                                  identifications (2011) . . . . . . . . . 133--137

Educational Studies in Mathematics
Volume 81, Number 2, October, 2012

                    Dave Hewitt   Young students learning formal algebraic
                                  notation and solving linear equations:
                                  are commonly experienced difficulties
                                  avoidable? . . . . . . . . . . . . . . . 139--159
                 Ami Mamolo and   
                    Rina Zazkis   Stuck on convention: a story of
                                  derivative relationships . . . . . . . . 161--177
               Philip Vahey and   
                Ken Rafanan and   
             Charles Patton and   
                 Karen Swan and   
          Mark van 't Hooft and   
          Annette Kratcoski and   
                  Tina Stanford   A cross-disciplinary approach to
                                  teaching data literacy and
                                  proportionality  . . . . . . . . . . . . 179--205
                  Ruma Falk and   
Patricia Yudilevich-Assouline and   
                  Adily Elstein   Children's concept of probability as
                                  inferred from their binary choices ---
                                  revisited  . . . . . . . . . . . . . . . 207--233
Rafael Martínez-Planell and   
        Ana Carmen Gonzalez and   
          Gladys DiCristina and   
                Vanessa Acevedo   Students' conception of infinite series  235--249
          Susan Joan Courey and   
               Endre Balogh and   
         Jody Rebecca Siker and   
                       Jae Paik   Academic music: music instruction to
                                  engage third-grade students in learning
                                  basic fraction concepts  . . . . . . . . 251--278
Jean-François Maheux and   
 Jérôme Proulx and   
                   Elaine Simmt   Book Review: A review of the book by
                                  SungWon Hwang and Wolff--Michael Roth
                                  (2011). \booktitleScientific &
                                  mathematical bodies: the interface of
                                  culture and mind . . . . . . . . . . . . 279--285

Educational Studies in Mathematics
Volume 81, Number 3, November, 2012

             Codruta Temple and   
                 Helen M. Doerr   Developing fluency in the mathematical
                                  register through conversation in a
                                  tenth-grade classroom  . . . . . . . . . 287--306
               Cindy S. Ticknor   Situated learning in an abstract algebra
                                  classroom  . . . . . . . . . . . . . . . 307--323
Timothy Patrick Fukawa-Connelly   A case study of one instructor's
                                  lecture-based teaching of proof in
                                  abstract algebra: making sense of her
                                  pedagogical moves  . . . . . . . . . . . 325--345
                 Nava Almog and   
                Bat-Sheva Ilany   Absolute value inequalities: high school
                                  students' solutions and misconceptions   347--364
Rafael Martínez-Planell and   
 María Trigueros Gaisman   Students' understanding of the general
                                  notion of a function of two variables    365--384
                 Anna Llewellyn   Unpacking understanding: the (re)search
                                  for the Holy Grail of mathematics
                                  education  . . . . . . . . . . . . . . . 385--399
               Margaret Walshaw   Book Review: Interpreting how students
                                  come to understand mathematics in the
                                  digital environment. Nigel Calder
                                  (2011). \booktitleProcessing mathematics
                                  through digital technologies: The
                                  primary years  . . . . . . . . . . . . . 401--405
           Rina Hershkowitz and   
               Barbara Jaworski   Book Review: a dialog in the footsteps
                                  of the book \booktitle``A journey in
                                  mathematics education research ---
                                  insights from the work of Paul Cobb;
                                  Erna Yackel, Koeno Gravemeijer and Anna
                                  Sfard (Eds.); (2011) . . . . . . . . . . 407--420


Educational Studies in Mathematics
Volume 82, Number 1, January, 2013

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 1--3
    Theodossios Zachariades and   
      Constantinos Christou and   
          Demetra Pitta-Pantazi   Reflective, systemic and analytic
                                  thinking in real numbers . . . . . . . . 5--22
              Paul Drijvers and   
             Juan D. Godino and   
         Vicenç Font and   
                    Luc Trouche   One episode, two lenses  . . . . . . . . 23--49
             Christof Schreiber   Semiotic processes in chat-based
                                  problem-solving situations . . . . . . . 51--73
               Martin Griffiths   Intuiting the fundamental theorem of
                                  arithmetic . . . . . . . . . . . . . . . 75--96
         Vicenç Font and   
             Juan D. Godino and   
          Jesús Gallardo   The emergence of objects from
                                  mathematical practices . . . . . . . . . 97--124
                     Dan Battey   ``Good'' mathematics teaching for
                                  students of color and those in poverty:
                                  the importance of relational
                                  interactions within instruction  . . . . 125--144
               Siew Yee Lim and   
                 Elaine Chapman   Development of a short form of the
                                  attitudes toward mathematics inventory   145--164
            Robert George Stein   Review of \booktitleRewriting the
                                  history of school mathematics in North
                                  America 1607--1861 by Nerida Ellerton
                                  and M. A. (Ken) Clements (2012). The
                                  central role of cyphering books  . . . . 165--167

Educational Studies in Mathematics
Volume 82, Number 2, February, 2013

        Michael C. Wittmann and   
          Virginia J. Flood and   
               Katrina E. Black   Algebraic manipulation as motion within
                                  a landscape  . . . . . . . . . . . . . . 169--181
             Malcolm Shield and   
                   Shelley Dole   Assessing the potential of mathematics
                                  textbooks to promote deep learning . . . 183--199
      Xianwei Y. Van Harpen and   
               Bharath Sriraman   Creativity and mathematical problem
                                  posing: an analysis of high school
                                  students' mathematical problem posing in
                                  China and the USA  . . . . . . . . . . . 201--221
    Debbie Bautista Verzosa and   
                Joanne Mulligan   Learning to solve addition and
                                  subtraction word problems in English as
                                  an imported language . . . . . . . . . . 223--244
                Brent Davis and   
                   Moshe Renert   Profound understanding of emergent
                                  mathematics: broadening the construct of
                                  teachers' disciplinary knowledge . . . . 245--265
                   Jason Martin   Differences between experts' and
                                  students' conceptual images of the
                                  mathematical structure of Taylor series
                                  convergence  . . . . . . . . . . . . . . 267--283
     Mohammed Abdul Hussain and   
              John Monaghan and   
                 John Threlfall   Teacher-student development in
                                  mathematics classrooms: Interrelated
                                  zones of free movement and promoted
                                  actions  . . . . . . . . . . . . . . . . 285--302
                Uwe Gellert and   
       Joaquim Barbé and   
                Lorena Espinoza   Towards a local integration of theories:
                                  codes and praxeologies in the case of
                                  computer-based instruction . . . . . . . 303--321
          Xenia Vamvakoussi and   
             Wim Van Dooren and   
             Lieven Verschaffel   Brief Report. Educated adults are still
                                  affected by intuitions about the effect
                                  of arithmetical operations: evidence
                                  from a reaction-time study . . . . . . . 323--330
                     Anna Sfard   Almost 20 years after: Developments in
                                  research on language and mathematics.
                                  Review of J. N. Moschkovich (Ed.) (2010)
                                  \booktitleLanguage and mathematics
                                  education: Multiple perspectives and
                                  directions for research  . . . . . . . . 331--339

Educational Studies in Mathematics
Volume 82, Number 3, March, 2013

                  Marie Joubert   Using digital technologies in
                                  mathematics teaching: developing an
                                  understanding of the landscape using
                                  three ``grand challenge'' themes . . . . 341--359
                Allen Leung and   
            Arthur Man Sang Lee   Students' geometrical perception on a
                                  task-based dynamic geometry platform . . 361--377
     Rabih Raif El Mouhayar and   
               Murad Eid Jurdak   Teachers' ability to identify and
                                  explain students' actions in near and
                                  far figural pattern generalization tasks 379--396
     Michael Friedrich Otte and   
   Tânia M. M. Campos and   
             Alexandre S. Abido   Plato, Pascal, and the dynamics of
                                  personal knowledge . . . . . . . . . . . 397--415
              John M. Francisco   Learning in collaborative settings:
                                  students building on each other's ideas
                                  to promote their mathematical
                                  understanding  . . . . . . . . . . . . . 417--438
       Beste Güçler   Examining the discourse on the limit
                                  concept in a beginning-level calculus
                                  classroom  . . . . . . . . . . . . . . . 439--453
               Jungeun Park and   
   Beste Güçler and   
                  Raven McCrory   Teaching prospective teachers about
                                  fractions: historical and pedagogical
                                  perspectives . . . . . . . . . . . . . . 455--479
              Tamsin Meaney and   
                      Deb Evans   What is the responsibility of
                                  mathematics education to the Indigenous
                                  students that it serves? . . . . . . . . 481--496
               Andreas Ryve and   
                Per Nilsson and   
             Kerstin Pettersson   Analyzing effective communication in
                                  mathematics group work: The role of
                                  visual mediators and technical terms . . 497--514
                Roza Leikin and   
                Dorith Grossman   Teachers modify geometry problems: from
                                  proof to investigation . . . . . . . . . 515--531


Educational Studies in Mathematics
Volume 83, Number 1, May, 2013

    Florence Mihaela Singer and   
            Nerida Ellerton and   
                      Jinfa Cai   Problem-posing research in mathematics
                                  education: new questions and directions  1--7
    Florence Mihaela Singer and   
                 Cristian Voica   A problem-solving conceptual framework
                                  and its implications in designing
                                  problem-posing tasks . . . . . . . . . . 9--26
              Jo Clay Olson and   
                    Libby Knott   When a problem is more than a teacher's
                                  question . . . . . . . . . . . . . . . . 27--36
                 Cinzia Bonotto   Artifacts as sources for problem-posing
                                  activities . . . . . . . . . . . . . . . 37--55
                  Jinfa Cai and   
              John C. Moyer and   
                  Ning Wang and   
              Stephen Hwang and   
                  Bikai Nie and   
                   Tammy Garber   Mathematical problem posing as a measure
                                  of curricular effect on students'
                                  learning . . . . . . . . . . . . . . . . 57--69
               Boris Koichu and   
               Igor Kontorovich   Dissecting success stories on
                                  mathematical problem posing: a case of
                                  the Billiard Task  . . . . . . . . . . . 71--86
             Nerida F. Ellerton   Engaging pre-service middle-school
                                  teacher-education students in
                                  mathematical problem posing: development
                                  of an active learning framework  . . . . 87--101
             Shuk-kwan S. Leung   Teachers implementing mathematical
                                  problem posing in the classroom:
                                  challenges and strategies  . . . . . . . 103--116
      Xianwei Y. Van Harpen and   
               Norma C. Presmeg   An investigation of relationships
                                  between students' mathematical
                                  problem-posing abilities and their
                                  mathematical content knowledge . . . . . 117--132
         Marie Tichá and   
       Alena Ho\vspesová   Developing teachers' subject didactic
                                  competence through problem posing  . . . 133--143
 João Pedro da Ponte and   
                  Ana Henriques   Problem posing based on investigation
                                  activities by university students  . . . 145--156
               Edward A. Silver   Problem-posing research in mathematics
                                  education: looking back, looking around,
                                  and looking ahead  . . . . . . . . . . . 157--162

Educational Studies in Mathematics
Volume 83, Number 2, June, 2013

                  Clare Lee and   
            Sue Johnston-Wilder   Learning mathematics --- letting the
                                  pupils have their say  . . . . . . . . . 163--180
                Esther Levenson   Exploring one student's explanations at
                                  different ages: the case of Sharon . . . 181--203
      Marilena Chrysostomou and   
      Demetra Pitta-Pantazi and   
               Chara Tsingi and   
           Eleni Cleanthous and   
          Constantinos Christou   Examining number sense and algebraic
                                  reasoning through cognitive styles . . . 205--223
                 Kevin C. Moore   Making sense by measuring arcs: a
                                  teaching experiment in angle measure . . 225--245
           Randall E. Groth and   
            Jennifer A. Bergner   Mapping the structure of knowledge for
                                  teaching nominal categorical data
                                  analysis . . . . . . . . . . . . . . . . 247--265
        Carl Winslòw and   
              Yves Matheron and   
                  Alain Mercier   Study and research courses as an
                                  epistemological model for didactics  . . 267--284
             Chia-Ling Chen and   
                Patricio Herbst   The interplay among gestures, discourse,
                                  and diagrams in students' geometrical
                                  reasoning  . . . . . . . . . . . . . . . 285--307
                Dina Tirosh and   
              Pessia Tsamir and   
            Esther Levenson and   
              Michal Tabach and   
                   Ruthi Barkai   Exploring young children's self-efficacy
                                  beliefs related to mathematical and
                                  nonmathematical tasks performed in
                                  kindergarten: abused and neglected
                                  children and their peers . . . . . . . . 309--322

Educational Studies in Mathematics
Volume 83, Number 3, July, 2013

                J. Sandefur and   
                   J. Mason and   
          G. J. Stylianides and   
                      A. Watson   Generating and using examples in the
                                  proving process  . . . . . . . . . . . . 323--340
          Einat Heyd-Metzuyanim   The co-construction of learning
                                  difficulties in mathematics ---
                                  teacher--student interactions and their
                                  role in the development of a disabled
                                  mathematical identity  . . . . . . . . . 341--368
             Emily C. Bouck and   
             Gauri S. Joshi and   
                 Linley Johnson   Examining calculator use among students
                                  with and without disabilities educated
                                  with different mathematical curricula    369--385
           Christian Rüede   How secondary level teachers and
                                  students impose personal structure on
                                  fractional expressions and equations ---
                                  an expert-novice study . . . . . . . . . 387--408
              Pessia Tsamir and   
                Regina Ovodenko   University students' grasp of inflection
                                  points . . . . . . . . . . . . . . . . . 409--427
               Lynn C. Hart and   
             Susan Oesterle and   
                 Susan L. Swars   The juxtaposition of instructor and
                                  student perspectives on mathematics
                                  courses for elementary teachers  . . . . 429--451
       Elizabeth de Freitas and   
              Nathalie Sinclair   New materialist ontologies in
                                  mathematics education: the body in/of
                                  mathematics  . . . . . . . . . . . . . . 453--470
             Mary Anne Heng and   
               Akhila Sudarshan   ``Bigger number means you plus!'' ---
                                  Teachers learning to use clinical
                                  interviews to understand students'
                                  mathematical thinking  . . . . . . . . . 471--485
              Kristin King Hess   Book Review: \booktitleExpertise in
                                  mathematics instruction: an
                                  international perspective. Yeping Li and
                                  Gabriele Kaiser (Eds.) (2011)  . . . . . 487--492


Educational Studies in Mathematics
Volume 84, Number 1, September, 2013

                Laura Black and   
                Julian Williams   Contradiction and conflict between
                                  `leading identities': becoming an
                                  engineer versus becoming a `good Muslim'
                                  woman  . . . . . . . . . . . . . . . . . 1--14
                 Alexandre Pais   An ideology critique of the use-value of
                                  mathematics  . . . . . . . . . . . . . . 15--34
             Sarmin Hossain and   
            Heather Mendick and   
                     Jill Adler   Troubling ``understanding mathematics
                                  in-depth'': Its role in the identity
                                  work of student-teachers in England  . . 35--48
                     Ji-Won Son   How preservice teachers interpret and
                                  respond to student errors: ratio and
                                  proportion in similar rectangles . . . . 49--70
             Mirela Rigo-Lemini   Epistemic schemes and epistemic states.
                                  A study of mathematics convincement in
                                  elementary school classes  . . . . . . . 71--91
           Marta T. Magiera and   
   Leigh A. van den Kieboom and   
                  John C. Moyer   An exploratory study of pre-service
                                  middle school teachers' knowledge of
                                  algebraic thinking . . . . . . . . . . . 93--113
            Armando Solares and   
                 Carolyn Kieran   Articulating syntactic and numeric
                                  perspectives on equivalence: the case of
                                  rational expressions . . . . . . . . . . 115--148
             Annick Fagnant and   
            Joëlle Vlassis   Schematic representations in
                                  arithmetical problem solving: Analysis
                                  of their impact on grade 4 students  . . 149--168
              Vadim Kaimanovich   Book Review: A Book about Russian
                                  Mathematics Education  . . . . . . . . . 169--175

Educational Studies in Mathematics
Volume 84, Number 2, October, 2013

           Götz Krummheuer   Research on mathematics learning at the
                                  ``Center of Individual Development and
                                  Adaptive Education'' (IDeA) --- an
                                  introduction . . . . . . . . . . . . . . 177--181
       Götz Krummheuer and   
Marianne Leuzinger-Bohleber and   
 Marion Müller-Kirchof and   
          Melanie Münz and   
                     Rose Vogel   Explaining the mathematical creativity
                                  of a young boy: an interdisciplinary
                                  venture between mathematics education
                                  and psychoanalysis . . . . . . . . . . . 183--199
              Jan Lonnemann and   
 Janosch Linkersdörfer and   
          Marcus Hasselhorn and   
                  Sven Lindberg   Gender differences in both tails of the
                                  distribution of numerical competencies
                                  in preschool children  . . . . . . . . . 201--208
                     Rose Vogel   Mathematical situations of play and
                                  exploration  . . . . . . . . . . . . . . 209--225
                  Birgit Brandt   Everyday pedagogical practices in
                                  mathematical play situations in German
                                  ``Kindergarten'' . . . . . . . . . . . . 227--248
           Götz Krummheuer   The relationship between diagrammatic
                                  argumentation and narrative
                                  argumentation in the context of the
                                  development of mathematical thinking in
                                  the early years  . . . . . . . . . . . . 249--265
                  Bert van Oers   Challenges in the innovation of
                                  mathematics education for young children 267--272
                  Michal Tabach   Commentary: The whole is greater than
                                  the sum of its parts . . . . . . . . . . 273--277

Educational Studies in Mathematics
Volume 84, Number 3, November, 2013

                  Norma Presmeg   Editorial  . . . . . . . . . . . . . . . 279--280
Marja van den Heuvel-Panhuizen and   
           Angeliki Kolovou and   
            Alexander Robitzsch   Primary school students' strategies in
                                  early algebra problem solving supported
                                  by an online game  . . . . . . . . . . . 281--307
     Jérôme Proulx   Mental mathematics, emergence of
                                  strategies, and the enactivist theory of
                                  cognition  . . . . . . . . . . . . . . . 309--328
     Shelly Sheats Harkness and   
               James Stallworth   Photovoice: understanding high school
                                  females' conceptions of mathematics and
                                  learning mathematics . . . . . . . . . . 329--347
      Erin Elizabeth Turner and   
          Higinio Dominguez and   
               Susan Empson and   
         Luz Angelica Maldonado   Latino/a bilinguals and their teachers
                                  developing a shared communicative space  349--370
                Mara G. Landers   Towards a theory of mathematics homework
                                  as a social practice . . . . . . . . . . 371--391
            Simon Goodchild and   
       Anne Berit Fuglestad and   
               Barbara Jaworski   Critical alignment in inquiry-based
                                  practice in developing mathematics
                                  teaching . . . . . . . . . . . . . . . . 393--412
                    Peter Frejd   Modes of modelling assessment --- a
                                  literature review  . . . . . . . . . . . 413--438
                Allen Leung and   
      Anna Baccaglini-Frank and   
      Maria Alessandra Mariotti   Discernment of invariants in dynamic
                                  geometry environments  . . . . . . . . . 439--460
              Mirko Maracci and   
               Claire Cazes and   
        Fabrice Vandebrouck and   
      Maria Alessandra Mariotti   Synergies between theoretical approaches
                                  to mathematics education with
                                  technology: A case study through a
                                  cross-analysis methodology . . . . . . . 461--485
                J. Sandefur and   
                   J. Mason and   
          G. J. Stylianides and   
                      A. Watson   Erratum to: Generating and using
                                  examples in the proving process  . . . . 487--487


Educational Studies in Mathematics
Volume 85, Number 1, January, 2014

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 1--2
                 Jeff Evans and   
            Anna Tsatsaroni and   
              Barbara Czarnecka   Mathematical images in advertising:
                                  constructing difference and shaping
                                  identity, in global consumer culture . . 3--27
   Andreas Moutsios-Rentzos and   
          Panagiotis Spyrou and   
            Alexandra Peteinara   The objectification of the right-angled
                                  triangle in the teaching of the
                                  Pythagorean Theorem: an empirical
                                  investigation  . . . . . . . . . . . . . 29--51
                   Oduor Olande   Graphical artefacts: Taxonomy of
                                  students' response to test items . . . . 53--74
           Murad Eid Jurdak and   
         Rabih Raif El Mouhayar   Trends in the development of student
                                  level of reasoning in pattern
                                  generalization tasks across grade level  75--92
                 Yvonne Lai and   
                    Keith Weber   Factors mathematicians profess to
                                  consider when presenting pedagogical
                                  proofs . . . . . . . . . . . . . . . . . 93--108
        Temple A. Walkowiak and   
            Robert Q. Berry and   
           J. Patrick Meyer and   
       Sara E. Rimm-Kaufman and   
                 Erin R. Ottmar   Introducing an observational measure of
                                  standards-based mathematics teaching
                                  practices: Evidence of validity and
                                  score reliability  . . . . . . . . . . . 109--128
              Sonja Lutovac and   
                  Raimo Kaasila   Pre-service teachers' future-oriented
                                  mathematical identity work . . . . . . . 129--142
          Higinio Dominguez and   
Carlos A. López Leiva and   
       Lena Licón Khisty   Relational engagement: Proportional
                                  reasoning with bilingual Latino/a
                                  students . . . . . . . . . . . . . . . . 143--160

Educational Studies in Mathematics
Volume 85, Number 2, February, 2014

     Juan Pablo Mejia-Ramos and   
                    Keith Weber   Why and how mathematicians read proofs:
                                  further evidence from a survey study . . 161--173
       Hauke Straehler-Pohl and   
Saínza Fernández and   
                Uwe Gellert and   
              Lourdes Figueiras   School mathematics registers in a
                                  context of low academic expectations . . 175--199
             Andrew Brantlinger   Critical mathematics discourse in a high
                                  school classroom: examining patterns of
                                  student engagement and resistance  . . . 201--220
                   Karin Brodie   Learning about learner errors in
                                  professional learning communities  . . . 221--239
                Dae S. Hong and   
                  Kyong Mi Choi   A comparison of Korean and American
                                  secondary school textbooks: the case of
                                  quadratic equations  . . . . . . . . . . 241--263
                  Jinfa Cai and   
                Meixia Ding and   
                       Tao Wang   How do exemplary Chinese and U.S.
                                  mathematics teachers view instructional
                                  coherence? . . . . . . . . . . . . . . . 265--280
            Ove Gunnar Drageset   Redirecting, progressing, and focusing
                                  actions --- a framework for describing
                                  how teachers use students' comments to
                                  work with mathematics  . . . . . . . . . 281--304
    Victoria Sánchez and   
         Mercedes García   Sociomathematical and mathematical norms
                                  related to definition in pre-service
                                  primary teachers' discourse  . . . . . . 305--320

Educational Studies in Mathematics
Volume 85, Number 3, March, 2014

            Chronis Kynigos and   
         Jean-Baptiste Lagrange   Cross-analysis as a tool to forge
                                  connections amongst theoretical frames
                                  in using digital technologies in
                                  mathematical learning  . . . . . . . . . 321--327
          Mich\`ele Artigue and   
      Maria Alessandra Mariotti   Networking theoretical frames: the
                                  ReMath enterprise  . . . . . . . . . . . 329--355
              Candia Morgan and   
                Chronis Kynigos   Digital artefacts as representations:
                                  forging connections between a
                                  constructionist and a social semiotic
                                  perspective  . . . . . . . . . . . . . . 357--379
     Jean-Baptiste Lagrange and   
                Chronis Kynigos   Digital technologies to teach and learn
                                  mathematics: Context and
                                  re-contextualization . . . . . . . . . . 381--403
                   Luis Radford   On the role of representations and
                                  artefacts in knowing and learning  . . . 405--422
                 Lulu Healy and   
    Ana Isabel Sacristán   Towards an understanding of the shaping
                                  of research outcomes by contextual
                                  issues: reflections on the contributions
                                  of the ReMath project  . . . . . . . . . 423--435


Educational Studies in Mathematics
Volume 86, Number 1, May, 2014

         Efi Paparistodemou and   
             Despina Potari and   
          Demetra Pitta-Pantazi   Prospective teachers' attention on
                                  geometrical tasks  . . . . . . . . . . . 1--18
               Andrea McCloskey   The promise of ritual: a lens for
                                  understanding persistent practices in
                                  mathematics classrooms . . . . . . . . . 19--38
     Jessica Pierson Bishop and   
               Lisa L. Lamb and   
        Randolph A. Philipp and   
               Ian Whitacre and   
           Bonnie P. Schappelle   Using order to reason about negative
                                  numbers: the case of Violet  . . . . . . 39--59
                    Katie Makar   Young children's explorations of average
                                  through informal inferential reasoning   61--78
Lluís Albarracín and   
   Núria Gorgorió   Devising a plan to solve Fermi problems
                                  involving large numbers  . . . . . . . . 79--96
                 David Tall and   
                   Mikhail Katz   A cognitive analysis of Cauchy's
                                  conceptions of function, continuity,
                                  limit and infinitesimal, with
                                  implications for teaching the calculus   97--124
           Mara V. Martinez and   
              Bettina Pedemonte   Relationship between inductive
                                  arithmetic argumentation and deductive
                                  algebraic proof  . . . . . . . . . . . . 125--149

Educational Studies in Mathematics
Volume 86, Number 2, June, 2014

                      A. Bakker   Characterising and developing vocational
                                  mathematical knowledge . . . . . . . . . 151--156
                 Lionel LaCroix   Learning to see pipes mathematically:
                                  preapprentices' mathematical activity in
                                  pipe trades training . . . . . . . . . . 157--176
             Wolff-Michael Roth   Rules of bending, bending the rules: the
                                  geometry of electrical conduit bending
                                  in college and workplace . . . . . . . . 177--192
              David Swanson and   
                Julian Williams   Making abstract mathematics concrete in
                                  and out of school  . . . . . . . . . . . 193--209
              Arthur Bakker and   
           Djonie Groenveld and   
              Monica Wijers and   
          Sanne F. Akkerman and   
        Koeno P. E. Gravemeijer   Proportional reasoning in the
                                  laboratory: an intervention study in
                                  vocational education . . . . . . . . . . 211--221
              Arthur Bakker and   
              Sanne F. Akkerman   A boundary-crossing approach to support
                                  students' integration of statistical and
                                  work-related knowledge . . . . . . . . . 223--237
                   Corinne Hahn   Linking academic knowledge and
                                  professional experience in using
                                  statistics: a design experiment for
                                  business school students . . . . . . . . 239--251
                Diana Coben and   
                    Keith Weeks   Meeting the mathematical demands of the
                                  safety-critical workplace: medication
                                  dosage calculation problem-solving for
                                  nursing  . . . . . . . . . . . . . . . . 253--270
                     Geoff Wake   Making sense of and with mathematics:
                                  the interface between academic
                                  mathematics and mathematics in practice  271--290
             Gail E. FitzSimons   Commentary on vocational mathematics
                                  education: where mathematics education
                                  confronts the realities of people's work 291--305

Educational Studies in Mathematics
Volume 86, Number 3, July, 2014

                      Anonymous   The Twenty-third ICMI Study: primary
                                  mathematics study on whole numbers . . . 307--309
                 Stacy A. Brown   On skepticism and its role in the
                                  development of proof in the classroom    311--335
   Chrissavgi Triantafillou and   
                 Despina Potari   Revisiting the place value concept in
                                  the workplace context: the issue of
                                  transfer development . . . . . . . . . . 337--358
         Wolff-Michael Roth and   
                  Shelby Temple   On understanding variability in data: a
                                  study of graph interpretation in an
                                  advanced experimental biology laboratory 359--376
                Emily P. Bonner   Investigating practices of highly
                                  successful mathematics teachers of
                                  traditionally underserved students . . . 377--399
           AnnaMarie Conner and   
        Laura M. Singletary and   
              Ryan C. Smith and   
          Patty Anne Wagner and   
           Richard T. Francisco   Teacher support for collective
                                  argumentation: A framework for examining
                                  how teachers support students'
                                  engagement in mathematical activities    401--429


Educational Studies in Mathematics
Volume 87, Number 1, September, 2014

         Fulvia Furinghetti and   
                 Marta Menghini   The role of concrete materials in Emma
                                  Castelnuovo's view of mathematics
                                  teaching . . . . . . . . . . . . . . . . 1--6
               Paul Andrews and   
               Andreas Ryve and   
               Kirsti Hemmi and   
                    Judy Sayers   PISA, TIMSS and Finnish mathematics
                                  teaching: an enigma in search of an
                                  explanation  . . . . . . . . . . . . . . 7--26
             Chunlian Jiang and   
              Stephen Hwang and   
                      Jinfa Cai   Chinese and Singaporean sixth-grade
                                  students' strategies for solving
                                  problems about speed . . . . . . . . . . 27--50
            Núria Planas   One speaker, two languages: Learning
                                  opportunities in the mathematics
                                  classroom  . . . . . . . . . . . . . . . 51--66
                 Eric Weber and   
            Patrick W. Thompson   Students' images of two-variable
                                  functions and their graphs . . . . . . . 67--85
                Tracy Logan and   
                 Tom Lowrie and   
             Carmel M. Diezmann   Co-thought gestures: Supporting students
                                  to successfully navigate map tasks . . . 87--102
                Meixia Ding and   
                     Xiaobao Li   Transition from concrete to abstract
                                  representations: the distributive
                                  property in a Chinese textbook series    103--121

Educational Studies in Mathematics
Volume 87, Number 2, October, 2014

                  Candia Morgan   Social theory in mathematics education:
                                  Guest editorial  . . . . . . . . . . . . 123--128
                  Candia Morgan   Understanding practices in mathematics
                                  education: structure and text  . . . . . 129--143
                Clive Kanes and   
              Candia Morgan and   
                Anna Tsatsaroni   The PISA mathematics regime: knowledge
                                  structures and practices of the self . . 145--165
            Anna Tsatsaroni and   
                     Jeff Evans   Adult numeracy and the totally
                                  pedagogised society: PIAAC and other
                                  international surveys in the context of
                                  global educational policy on lifelong
                                  learning . . . . . . . . . . . . . . . . 167--186
                 Stephen Lerman   Mapping the effects of policy on
                                  mathematics teacher education  . . . . . 187--201
               Diane Parker and   
                     Jill Adler   Sociological tools in the study of
                                  knowledge and practice in mathematics
                                  teacher education  . . . . . . . . . . . 203--219
            Robyn Jorgensen and   
                Peter Gates and   
                  Vanessa Roper   Structural exclusion through school
                                  mathematics: using Bourdieu to
                                  understand mathematics as a social
                                  practice . . . . . . . . . . . . . . . . 221--239
             Alexandre Pais and   
                   Paola Valero   Whither social theory? . . . . . . . . . 241--248
                      Anonymous   Nominations sought for the first ICMI
                                  Emma Castelnuovo Award . . . . . . . . . 249--249

Educational Studies in Mathematics
Volume 87, Number 3, November, 2014

            Yip-Cheung Chan and   
                 Ngai-Ying Wong   Worldviews, religions, and beliefs about
                                  teaching and learning: perception of
                                  mathematics teachers with different
                                  religious backgrounds  . . . . . . . . . 251--277
           Andrea McDonough and   
                 Peter Sullivan   Seeking insights into young children's
                                  beliefs about mathematics and learning   279--296
                 Ivy Kidron and   
                  Tommy Dreyfus   Proof image  . . . . . . . . . . . . . . 297--321
Timothy Patrick Fukawa-Connelly and   
                Charlene Newton   Analyzing the teaching of advanced
                                  mathematics courses via the enacted
                                  example space  . . . . . . . . . . . . . 323--349
                Anne Watson and   
                   Els De Geest   Department-initiated change  . . . . . . 351--368
              Helen Forgasz and   
                Gilah Leder and   
                      Hazel Tan   Public views on the gendering of
                                  mathematics and related careers:
                                  international comparisons  . . . . . . . 369--388
              Teresa Rojano and   
             Eugenio Filloy and   
                      Luis Puig   Intertextuality and sense production in
                                  the learning of algebraic methods  . . . 389--407
            Bruria Shayshon and   
                  Hagar Gal and   
              Bertha Tesler and   
                    Eun-Sung Ko   Teaching mathematically talented
                                  students: a cross-cultural study about
                                  their teachers' views  . . . . . . . . . 409--438
          Nicolas Grenier-Boley   Some issues about the introduction of
                                  first concepts in linear algebra during
                                  tutorial sessions at the beginning of
                                  university . . . . . . . . . . . . . . . 439--461


Educational Studies in Mathematics
Volume 88, Number 1, January, 2015

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 1--2
           Lyndon C. Martin and   
                      Jo Towers   Growing mathematical understanding
                                  through Collective Image Making,
                                  Collective Image Having, and Collective
                                  Property Noticing  . . . . . . . . . . . 3--18
                 William Zahner   The rise and run of a computational
                                  understanding of slope in a conceptually
                                  focused bilingual algebra class  . . . . 19--41
             Shulamit Kapon and   
                   Gila Ron and   
           Rina Hershkowitz and   
                  Tommy Dreyfus   Perceiving permutations as distinct
                                  outcomes: the accommodation of a complex
                                  knowledge system . . . . . . . . . . . . 43--64
              Leonor Santos and   
           Sílvia Semana   Developing mathematics written
                                  communication through expository writing
                                  supported by assessment strategies . . . 65--87
               Anika Dreher and   
               Sebastian Kuntze   Teachers' professional knowledge and
                                  noticing: The case of multiple
                                  representations in the mathematics
                                  classroom  . . . . . . . . . . . . . . . 89--114
             David L. Trumpower   Aspects of first year statistics
                                  students' reasoning when performing
                                  intuitive analysis of variance: effects
                                  of within- and between-group variability 115--136
       Andonis Zagorianakos and   
                   Anna Shvarts   The role of intuition in the process of
                                  objectification of mathematical
                                  phenomena from a Husserlian perspective:
                                  a case study . . . . . . . . . . . . . . 137--157
                  William Byers   How humans learn to think
                                  mathematically: Exploring the three
                                  worlds of mathematics, by David Tall.
                                  (2013) . . . . . . . . . . . . . . . . . 159--162

Educational Studies in Mathematics
Volume 88, Number 2, February, 2015

                Rina Zazkis and   
                   Boris Koichu   A fictional dialogue on infinitude of
                                  primes: introducing virtual
                                  duoethnography . . . . . . . . . . . . . 163--181
                 Ivy Kidron and   
                     David Tall   The roles of visualization and symbolism
                                  in the potential and actual infinity of
                                  the limit process  . . . . . . . . . . . 183--199
              Fernando Hitt and   
Alejandro S. González-Martín   Covariation between variables in a
                                  modelling process: The ACODESA
                                  (collaborative learning, scientific
                                  debate and self-reflection) method . . . 201--219
         Wolff-Michael Roth and   
    Jean-François Maheux   The visible and the invisible:
                                  mathematics as revelation  . . . . . . . 221--238
               Jon D. Davis and   
               Nicole L. Fonger   An analytical framework for categorizing
                                  the use of CAS symbolic manipulation in
                                  textbooks  . . . . . . . . . . . . . . . 239--258
            Chris Rasmussen and   
                Megan Wawro and   
               Michelle Zandieh   Examining individual and collective
                                  level mathematical progress  . . . . . . 259--281
                     Anna Sfard   Book Review: When Oksapmin number system
                                  met Western arithmetic --- Answering the
                                  question of how cognitive and cultural
                                  change induce each other. [Saxe, G. B.
                                  (2012) \booktitleCultural Development of
                                  Mathematical Ideas. Papua New Guinea
                                  studies Cambridge, UK: Cambridge
                                  University Press. 393 pages. Hardback:
                                  ISBN: 978-0-521-76166-6. Paperback:
                                  ISBN: 978-1-107-68569-7. Online ISBN:
                                  978-1-139-04536-0. Book DOI: \tt
                                  https://doi.org/10.1017/CBO9781139045360. \pounds 64]  283--290

Educational Studies in Mathematics
Volume 88, Number 3, March, 2015

               Dani Ben-Zvi and   
              Arthur Bakker and   
                    Katie Makar   Learning to reason from samples  . . . . 291--303
            Clifford Konold and   
              Traci Higgins and   
           Susan Jo Russell and   
             Khalimahtul Khalil   Data seen through different lenses . . . 305--325
              Joan Garfield and   
                   Laura Le and   
            Andrew Zieffler and   
                   Dani Ben-Zvi   Developing students' reasoning about
                                  samples and sampling variability as a
                                  path to expert statistical thinking  . . 327--342
           Maxine Pfannkuch and   
                 Pip Arnold and   
                  Chris J. Wild   What I see is not quite the way it
                                  really is: students' emergent reasoning
                                  about sampling variability . . . . . . . 343--360
              Jennifer Noll and   
                 Stacey Hancock   Proper and paradigmatic metonymy as a
                                  lens for characterizing student
                                  conceptions of distributions and
                                  sampling . . . . . . . . . . . . . . . . 361--383
 Maria Meletiou-Mavrotheris and   
             Efi Paparistodemou   Developing students' reasoning about
                                  samples and sampling in the context of
                                  informal inferences  . . . . . . . . . . 385--404
               Janet Ainley and   
               Robert Gould and   
                     Dave Pratt   Learning to reason from samples:
                                  commentary from the perspectives of task
                                  design and the emergence of ``big data'' 405--412


Educational Studies in Mathematics
Volume 89, Number 1, May, 2015

                 Rachel Lambert   Constructing and resisting disability in
                                  mathematics classrooms: a case study
                                  exploring the impact of different
                                  pedagogies . . . . . . . . . . . . . . . 1--18
               Kai-Lin Yang and   
                 Hui-Yu Hsu and   
                Fou-Lai Lin and   
            Jian-Cheng Chen and   
                 Ying-Hao Cheng   Exploring the educative power of an
                                  experienced mathematics teacher
                                  educator-researcher  . . . . . . . . . . 19--39
             Ariyadi Wijaya and   
Marja van den Heuvel-Panhuizen and   
                Michiel Doorman   Opportunity-to-learn context-based tasks
                                  provided by mathematics textbooks  . . . 41--65
               Liisa Tainio and   
                      Anu Laine   Emotion work and affective stance in the
                                  mathematics classroom: the case of IRE
                                  sequences in Finnish classroom
                                  interaction  . . . . . . . . . . . . . . 67--87
             Heather L. Johnson   Together yet separate: Students'
                                  associating amounts of change in
                                  quantities involved in rate of change    89--110
            Moses W. Ngware and   
                James Ciera and   
           Peter K. Musyoka and   
                   Moses Oketch   Quality of teaching mathematics and
                                  learning achievement gains: evidence
                                  from primary schools in Kenya  . . . . . 111--131
José Antonio González-Calero and   
                David Arnau and   
 Belén Laserna-Belenguer   Influence of additive and multiplicative
                                  structure and direction of comparison on
                                  the reversal error . . . . . . . . . . . 133--147

Educational Studies in Mathematics
Volume 89, Number 2, June, 2015

                      Anonymous   Call for papers  . . . . . . . . . . . . 149--150
 Hans Jòrgen Braathe and   
                 Yvette Solomon   Choosing mathematics: the narrative of
                                  the self as a site of agency . . . . . . 151--166
               Eva Norén   Agency and positioning in a multilingual
                                  mathematics classroom  . . . . . . . . . 167--184
   Beth A. Herbel-Eisenmann and   
               David Wagner and   
            Kate R. Johnson and   
                 Heejoo Suh and   
                 Hanna Figueras   Positioning in mathematics education:
                                  revelations on an imported theory  . . . 185--204
              Michael Weiss and   
                Patricio Herbst   The role of theory building in the
                                  teaching of secondary geometry . . . . . 205--229
              Michael Weiss and   
                Patricio Herbst   Erratum to: The role of theory building
                                  in the teaching of secondary geometry    231--231
                   Jungeun Park   Is the derivative a function? If so, how
                                  do we teach it?  . . . . . . . . . . . . 233--250
        Kajsa Bråting and   
                Johanna Pejlare   On the relations between historical
                                  epistemology and students' conceptual
                                  developments in mathematics  . . . . . . 251--265
             Raymond Flores and   
              Esther Koontz and   
              Fethi A. Inan and   
                    Mara Alagic   Multiple representation instruction
                                  first versus traditional algorithmic
                                  instruction first: Impact in middle
                                  school mathematics classrooms  . . . . . 267--281
   Tatjana Hodnik \vCade\vz and   
            Vida Manfreda Kolar   Comparison of types of generalizations
                                  and problem-solving schemas used to
                                  solve a mathematical problem . . . . . . 283--306

Educational Studies in Mathematics
Volume 89, Number 3, July, 2015

      Dominique Passelaigue and   
          Valérie Munier   Schoolteacher trainees' difficulties
                                  about the concepts of attribute and
                                  measurement  . . . . . . . . . . . . . . 307--336
                  Ian Jones and   
                 Matthew Inglis   The problem of assessing problem
                                  solving: can comparative judgement help? 337--355
            Morten Misfeldt and   
         Mikkel Willum Johansen   Research mathematicians' practices in
                                  selecting mathematical problems  . . . . 357--373
                 Alexandre Pais   Symbolising the real of mathematics
                                  education  . . . . . . . . . . . . . . . 375--391
      Stanis\law Schukajlow and   
          André Krug and   
                 Katrin Rakoczy   Effects of prompting multiple solutions
                                  for modelling problems on students'
                                  performance  . . . . . . . . . . . . . . 393--417
       Zelha Tunç-Pekkan   An analysis of elementary school
                                  children's fractional knowledge depicted
                                  with circle, rectangle, and number line
                                  representations  . . . . . . . . . . . . 419--441


Educational Studies in Mathematics
Volume 90, Number 1, September, 2015

                 Adrian Simpson   The anatomy of a mathematical proof:
                                  Implications for analyses with Toulmin's
                                  scheme . . . . . . . . . . . . . . . . . 1--17
       Ferdinando Arzarello and   
            Ornella Robutti and   
                    Mike Thomas   Growth point and gestures: looking
                                  inside mathematical meanings . . . . . . 19--37
                Jo Van Hoof and   
         Lieven Verschaffel and   
                 Wim Van Dooren   Inappropriately applying natural number
                                  properties in rational number tasks:
                                  characterizing the development of the
                                  natural number bias through primary and
                                  secondary education  . . . . . . . . . . 39--56
               Janne Fauskanger   Challenges in measuring teachers'
                                  knowledge  . . . . . . . . . . . . . . . 57--73
          Nicholas H. Wasserman   Unpacking teachers' moves in the
                                  classroom: navigating micro- and
                                  macro-levels of mathematical complexity  75--93
             Gail E. FitzSimons   Book Review: \booktitleMathematics &
                                  mathematics education: searching for
                                  common ground. Fried, M. N., & Dreyfus,
                                  T. (Eds.) (2014) . . . . . . . . . . . . 95--103

Educational Studies in Mathematics
Volume 90, Number 2, October, 2015

                Sibel Kazak and   
             Rupert Wegerif and   
                    Taro Fujita   The importance of dialogic processes to
                                  conceptual development in mathematics    105--120
                     Keiko Hino   Comparing multiple solutions in the
                                  structured problem solving:
                                  Deconstructing Japanese lessons from
                                  learner's perspective  . . . . . . . . . 121--141
           Annica Andersson and   
               Paola Valero and   
                  Tamsin Meaney   ``I am [not always] a maths hater'':
                                  Shifting students' identity narratives
                                  in context . . . . . . . . . . . . . . . 143--161
              Michal Tabach and   
                Talli Nachlieli   Classroom engagement towards using
                                  definitions for developing mathematical
                                  objects: the case of function  . . . . . 163--187
               Siew Yee Lim and   
                 Elaine Chapman   Effects of using history as a tool to
                                  teach mathematics on students'
                                  attitudes, anxiety, motivation and
                                  achievement in grade 11 classrooms . . . 189--212
                Gail FitzSimons   Educational studies in mathematics book
                                  review: Editor's comment . . . . . . . . 213--213
              Francesca Ferrara   Book Review: When mathematics and
                                  mathematics education come to matter: A
                                  review of Elizabeth de Freitas and
                                  Nathalie Sinclair's
                                  \booktitleMathematics and the Body:
                                  Material Entanglements in the Classroom
                                  (2014) . . . . . . . . . . . . . . . . . 215--220
          Frances K. Harper and   
                 Heejoo Suh and   
      Julie Nurnberger-Haag and   
          Beth Herbel-Eisenmann   Book Review: A review of the book by
                                  Elizabeth de Freitas and Nathalie
                                  Sinclair (2014). \booktitleMathematics
                                  and the body: Material entanglements in
                                  the classroom  . . . . . . . . . . . . . 221--230
                   Jungeun Park   Erratum to: Is the derivative a
                                  function? If so, how do we teach it? . . 231--231

Educational Studies in Mathematics
Volume 90, Number 3, November, 2015

             Aaron Weinberg and   
        Tim Fukawa-Connelly and   
                 Emilie Wiesner   Characterizing instructor gestures in a
                                  lecture in a proof-based mathematics
                                  class  . . . . . . . . . . . . . . . . . 233--258
       Uffe Thomas Jankvist and   
                    Mogens Niss   A framework for designing a
                                  research-based ``maths counsellor''
                                  teacher programme  . . . . . . . . . . . 259--284
                Leslie Dietiker   Mathematical story: a metaphor for
                                  mathematics curriculum . . . . . . . . . 285--302
                   Erlina Ronda   Growth points in linking representations
                                  of function: a research-based framework  303--319
              Michal Ayalon and   
                Anne Watson and   
                   Steve Lerman   Functions represented as linear
                                  sequential data: relationships between
                                  presentation and student responses . . . 321--339
                 Marsha Ing and   
             Noreen M. Webb and   
            Megan L. Franke and   
           Angela C. Turrou and   
            Jacqueline Wong and   
                  Nami Shin and   
           Cecilia H. Fernandez   Student participation in elementary
                                  mathematics classrooms: the missing link
                                  between teacher practices and student
                                  achievement? . . . . . . . . . . . . . . 341--356
              Mich\`ele Artigue   Book review: \booktitleThe mathematics
                                  teacher in the digital era, Alison
                                  Clark--Wilson, Ornella Robutti and
                                  Nathalie Sinclair (Eds.) (2014)  . . . . 357--362


Educational Studies in Mathematics
Volume 91, Number 1, January, 2016

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 1--2
                      Anonymous   The Hans Freudenthal Medal for 2015 goes
                                  to Jill Adler, University of the
                                  Witwatersrand, Johannesburg, South
                                  Africa . . . . . . . . . . . . . . . . . 3--4
                      Anonymous   The Felix Klein Medal for 2015 goes to
                                  Alan J. Bishop, Emeritus Professor of
                                  Education, Monash University, Australia  5--6
                   Tu\ugrul Kar   An error correction about problem posing
                                  on a linear graph  . . . . . . . . . . . 7--8
                  Jinfa Cai and   
              Stephen Hwang and   
                  John C. Moyer   Mathematical problem posing as a measure
                                  of curricular effect on students'
                                  learning: a response . . . . . . . . . . 9--10
                Peter Frejd and   
              Christer Bergsten   Mathematical modelling as a professional
                                  task . . . . . . . . . . . . . . . . . . 11--35
              David A. Yopp and   
                        Rob Ely   When does an argument use a generic
                                  example? . . . . . . . . . . . . . . . . 37--53
             Yvette Solomon and   
            Darinka Radovic and   
                    Laura Black   ``I can actually be very feminine
                                  here'': contradiction and hybridity in
                                  becoming a female mathematician  . . . . 55--71
                David Kollosche   Criticising with Foucault: towards a
                                  guiding framework for socio-political
                                  studies in mathematics education . . . . 73--86
Gustavo Martínez-Sierra and   
María del Socorro García-González   Undergraduate mathematics students'
                                  emotional experiences in Linear Algebra
                                  courses  . . . . . . . . . . . . . . . . 87--106
    Vicenç Font Moll and   
     María Trigueros and   
           Edelmira Badillo and   
                    Norma Rubio   Mathematical objects through the lens of
                                  two different theoretical perspectives:
                                  APOS and OSA . . . . . . . . . . . . . . 107--122
            Csaba Csíkos   Strategies and performance in elementary
                                  students' three-digit mental addition    123--139
                  Yeping Li and   
                    Jianxing Xu   Book Review: \booktitleStudent voice in
                                  mathematics classrooms around the world.
                                  Berinderjeet Kaur, Glenda Anthony,
                                  Minoru Ohtani, and David Clarke (Eds.)
                                  (2013) . . . . . . . . . . . . . . . . . 141--148

Educational Studies in Mathematics
Volume 91, Number 2, February, 2016

                     Ivy Kidron   Epistemology and networking theories . . 149--163
              Thorsten Scheiner   New light on old horizon: Constructing
                                  mathematical concepts, underlying
                                  abstraction processes, and sense making
                                  strategies . . . . . . . . . . . . . . . 165--183
           Elizabeth de Freitas   Material encounters and media events:
                                  what kind of mathematics can a body do?  185--202
             Aaron Weinberg and   
             Emilie Wiesner and   
            Tim Fukawa-Connelly   Mathematics lectures as narratives:
                                  insights from network graph methodology  203--226
               Kate le Roux and   
                     Jill Adler   A critical discourse analysis of
                                  practical problems in a foundation
                                  mathematics course at a South African
                                  university . . . . . . . . . . . . . . . 227--246
             Elise Lockwood and   
                Bryan R. Gibson   Combinatorial tasks and outcome listing:
                                  Examining productive listing among
                                  undergraduate students . . . . . . . . . 247--270
                   Colin Foster   Confidence and competence with
                                  mathematical procedures  . . . . . . . . 271--288
                      Ian Jones   Book Review: \booktitleAlgebra teaching
                                  around the world. Frederick K. S. Leung,
                                  Kyungmee Park, Derek Holton, & David
                                  Clarke (Eds.) (2014) . . . . . . . . . . 289--294

Educational Studies in Mathematics
Volume 91, Number 3, March, 2016

                      Anonymous   Call for papers  . . . . . . . . . . . . 295--297
              Michal Tabach and   
                Talli Nachlieli   Communicational perspectives on learning
                                  and teaching mathematics: prologue . . . 299--306
                      Oi-Lam Ng   The interplay between language,
                                  gestures, dragging and diagrams in
                                  bilingual learners' mathematical
                                  communications . . . . . . . . . . . . . 307--326
                  Marcy B. Wood   Rituals and right answers: barriers and
                                  supports to autonomous activity  . . . . 327--348
      Einat Heyd-Metzuyanim and   
                 Mellony Graven   Between people-pleasing and
                                  mathematizing: South African learners'
                                  struggle for numeracy  . . . . . . . . . 349--373
       Beste Güçler   Making implicit metalevel rules of the
                                  discourse on function explicit topics of
                                  reflection in the classroom to foster
                                  student learning . . . . . . . . . . . . 375--393
                   Jungeun Park   Communicational approach to study
                                  textbook discourse on the derivative . . 395--421
                  Norma Presmeg   Commognition as a lens for research  . . 423--430


Educational Studies in Mathematics
Volume 92, Number 1, May, 2016

          Francesca Ferrara and   
              Nathalie Sinclair   An early algebra approach to pattern
                                  generalisation: Actualising the virtual
                                  through words, gestures and toilet paper 1--19
           Linda Venenciano and   
                    Ronald Heck   Proposing and testing a model to explain
                                  traits of algebra preparedness . . . . . 21--35
                    Paul Ernest   The unit of analysis in mathematics
                                  education: bridging the
                                  political-technical divide?  . . . . . . 37--58
                Julian Williams   Alienation in mathematics education:
                                  critique and development of
                                  neo-Vygotskian perspectives  . . . . . . 59--73
                     Tony Brown   Rationality and belief in learning
                                  mathematics  . . . . . . . . . . . . . . 75--90
          Robert Gunnarsson and   
    Wang Wei Sönnerhed and   
                  Bernt Hernell   Does it help to use mathematically
                                  superfluous brackets when teaching the
                                  rules for the order of operations? . . . 91--105
          Robert Gunnarsson and   
    Wang Wei Sönnerhed and   
                  Bernt Hernell   Erratum to: Does it help to use
                                  mathematically superfluous brackets when
                                  teaching the rules for the order of
                                  operations?  . . . . . . . . . . . . . . 107--107
            Ivonne Sandoval and   
                  Edgar Possani   An analysis of different representations
                                  for vectors and planes in $ \mathbb
                                  {R}^3 $  . . . . . . . . . . . . . . . . 109--127
Elena Castro-Rodríguez and   
      Demetra Pitta-Pantazi and   
                  Luis Rico and   
             Pedro Gómez   Prospective teachers' understanding of
                                  the multiplicative part-whole
                                  relationship of fraction . . . . . . . . 129--146

Educational Studies in Mathematics
Volume 92, Number 2, June, 2016

                 Kotaro Komatsu   A framework for proofs and refutations
                                  in school mathematics: Increasing
                                  content by deductive guessing  . . . . . 147--162
         Stephanie A. Casey and   
                 Courtney Nagle   Students' use of slope
                                  conceptualizations when reasoning about
                                  the line of best fit . . . . . . . . . . 163--177
        Suzanne D. Magargee and   
             Judith E. Beauford   Do explicit number names accelerate
                                  pre-kindergarteners' numeracy and place
                                  value acquisition? . . . . . . . . . . . 179--192
             Annette Hilton and   
               Geoff Hilton and   
               Shelley Dole and   
                  Merrilyn Goos   Promoting middle school students'
                                  proportional reasoning skills through an
                                  ongoing professional development
                                  programme for teachers . . . . . . . . . 193--219
             Kevin C. Moore and   
          Kevin R. LaForest and   
                   Hee Jung Kim   Putting the unit in pre-service
                                  secondary teachers' unit circle  . . . . 221--241
             Kevin C. Moore and   
          Kevin R. LaForest and   
                   Hee Jung Kim   Erratum to: Putting the unit in
                                  pre-service secondary teachers' unit
                                  circle . . . . . . . . . . . . . . . . . 243--243
             Frederick Peck and   
                Michael Matassa   Reinventing fractions and division as
                                  they are used in algebra: the power of
                                  preformal productions  . . . . . . . . . 245--278
               Snezana Lawrence   Book Review: The power of a great
                                  introduction. Karp, Alexander,
                                  Schubring, Gert (Eds.) (2014).
                                  \booktitleHandbook on the history of
                                  mathematics education  . . . . . . . . . 279--285

Educational Studies in Mathematics
Volume 92, Number 3, July, 2016

                 Tony Brown and   
             Yvette Solomon and   
                Julian Williams   Theory in and for mathematics education:
                                  in pursuit of a critical agenda  . . . . 287--297
                 Anna Llewellyn   Problematising the pursuit of progress
                                  in mathematics education . . . . . . . . 299--314
              Kathleen T. Nolan   Schooling novice mathematics teachers on
                                  structures and strategies: a Bourdieuian
                                  perspective on the role of ``others'' in
                                  classroom practices  . . . . . . . . . . 315--329
                Richard Barwell   Formal and informal mathematical
                                  discourses: Bakhtin and Vygotsky,
                                  dialogue and dialectic . . . . . . . . . 331--345
                 Alexandre Pais   At the intersection between the subject
                                  and the political: a contribution to an
                                  ongoing discussion . . . . . . . . . . . 347--359
                    Elena Nardi   Where form and substance meet: using the
                                  narrative approach of re-storying to
                                  generate research findings and community
                                  rapprochement in (university)
                                  mathematics education  . . . . . . . . . 361--377
                    Paul Ernest   The problem of certainty in mathematics  379--393
                    Mark Boylan   Ethical dimensions of mathematics
                                  education  . . . . . . . . . . . . . . . 395--409
                  Ole Skovsmose   An intentionality interpretation of
                                  meaning in mathematics education . . . . 411--424


Educational Studies in Mathematics
Volume 93, Number 1, September, 2016

             Martin Carlsen and   
            Ingvald Erfjord and   
       Per Sigurd Hundeland and   
                  John Monaghan   Kindergarten teachers' orchestration of
                                  mathematical activities afforded by
                                  technology: agency and mediation . . . . 1--17
                   Lisa Darragh   Identity research in mathematics
                                  education  . . . . . . . . . . . . . . . 19--33
              Carmen Samper and   
             Patricia Perry and   
             Leonor Camargo and   
Adalira Sáenz-Ludlow and   
            Óscar Molina   A dilemma that underlies an existence
                                  proof in geometry  . . . . . . . . . . . 35--50
 João Pedro da Ponte and   
                Marisa Quaresma   Teachers' professional practice
                                  conducting mathematical discussions  . . 51--66
               Alan F. Chow and   
          James P. Van Haneghan   Transfer of solutions to conditional
                                  probability problems: effects of example
                                  problem format, solution format, and
                                  problem context  . . . . . . . . . . . . 67--85
             Wolff-Michael Roth   Growing-making mathematics: a dynamic
                                  perspective on people, materials, and
                                  movement in classrooms . . . . . . . . . 87--103
                     Ji-Won Son   Moving beyond a traditional algorithm in
                                  whole number subtraction: Preservice
                                  teachers' responses to a student's
                                  invented strategy  . . . . . . . . . . . 105--129

Educational Studies in Mathematics
Volume 93, Number 2, October, 2016

          Ulrich Kortenkamp and   
              John Monaghan and   
                    Luc Trouche   Jonathan M. Borwein (1951--2016):
                                  exploring, experiencing and
                                  experimenting in mathematics --- an
                                  inspiring journey in mathematics . . . . 131--136
            Martin A. Simon and   
                Melike Kara and   
               Nicora Placa and   
                   Hakan Sandir   Categorizing and promoting reversibility
                                  of mathematical concepts . . . . . . . . 137--153
                 Dov Zazkis and   
                Keith Weber and   
  Juan Pablo Mejía-Ramos   Bridging the gap between graphical
                                  arguments and verbal-symbolic proofs in
                                  a real analysis context  . . . . . . . . 155--173
             Chronoula Voutsina   Oral counting sequences: a theoretical
                                  discussion and analysis through the lens
                                  of representational redescription  . . . 175--193
              Sylvia Coutat and   
            Colette Laborde and   
            Philippe R. Richard   L'apprentissage instrumenté de propriétés
                                  en géométrie: propédeutique \`a
                                  l'acquisition d'une compétence de
                                  démonstration. (French) [The instrumented
                                  learning of properties in geometry:
                                  propedeutic to the acquisition of a
                                  competence in demonstration] . . . . . . 195--221
          Igor' Kontorovich and   
                    Rina Zazkis   Turn vs. shape: teachers cope with
                                  incompatible perspectives on angle . . . 223--243
          Amy J. Hackenberg and   
                    Mi Yeon Lee   Students' distributive reasoning with
                                  fractions and unknowns . . . . . . . . . 245--263
                  Arthur Bakker   Book Review: Networking theories as an
                                  example of boundary crossing. Angelika
                                  Bikner-Ahsbahs and Susanne Prediger
                                  (Eds.) (2014). \booktitleNetworking of
                                  theories as a research practice in
                                  mathematics education  . . . . . . . . . 265--273

Educational Studies in Mathematics
Volume 93, Number 3, November, 2016

              King Woon Yau and   
                Ida Ah Chee Mok   Insights from students' private work in
                                  their notebooks: how do students learn
                                  from the teacher's examples? . . . . . . 275--292
           Anna-Lena Ekdahl and   
               Hamsa Venkat and   
                  Ulla Runesson   Coding teaching for simultaneity and
                                  connections  . . . . . . . . . . . . . . 293--313
José Antonio Fernández-Plaza and   
                 Adrian Simpson   Three concepts or one? Students'
                                  understanding of basic limit concepts    315--332
               Karina J. Wilkie   Students' use of variables and multiple
                                  representations in generalizing
                                  functional relationships prior to
                                  secondary school . . . . . . . . . . . . 333--361
                 Ji-Eun Lee and   
                 Kyoung-Tae Kim   Pre-service teachers' conceptions of
                                  effective teacher talk: their critical
                                  reflections on a sample teacher-student
                                  dialogue . . . . . . . . . . . . . . . . 363--381
                 N. Metaxas and   
                  D. Potari and   
                 T. Zachariades   Analysis of a teacher's pedagogical
                                  arguments using Toulmin's model and
                                  argumentation schemes  . . . . . . . . . 383--397
              Arthur Bakker and   
           Djonie Groenveld and   
              Monica Wijers and   
          Sanne F. Akkerman and   
        Koeno P. E. Gravemeijer   Erratum to: Proportional reasoning in
                                  the laboratory: an intervention study in
                                  vocational education . . . . . . . . . . 399--399


Educational Studies in Mathematics
Volume 94, Number 1, January, 2017

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 1--3
                Lara Alcock and   
                 Adrian Simpson   Interactions between defining,
                                  explaining and classifying: the case of
                                  increasing and decreasing sequences  . . 5--19
          Francesca Ferrara and   
                 Giulia Ferrari   Agency and assemblage in pattern
                                  generalisation: a materialist approach
                                  to learning  . . . . . . . . . . . . . . 21--36
               Takeshi Miyakawa   Comparative analysis on the nature of
                                  proof to be taught in geometry: the
                                  cases of French and Japanese lower
                                  secondary schools  . . . . . . . . . . . 37--54
         Ketty M. Sarouphim and   
               Madona Chartouny   Mathematics education in Lebanon: gender
                                  differences in attitudes and achievement 55--68
                     Yi Mao and   
               Tyreke White and   
           Philip M. Sadler and   
                Gerhard Sonnert   The association of precollege use of
                                  calculators with student performance in
                                  college calculus . . . . . . . . . . . . 69--83
José Domingo Villarroel and   
               Olga Sanz Ortega   A study regarding the spontaneous use of
                                  geometric shapes in young children's
                                  drawings . . . . . . . . . . . . . . . . 85--95
              Fernando Hitt and   
            Mireille Saboya and   
    Carlos Cortés Zavala   Rupture or continuity: The
                                  arithmetico--algebraic thinking as an
                                  alternative in a modelling process in a
                                  paper and pencil and technology
                                  environment  . . . . . . . . . . . . . . 97--116

Educational Studies in Mathematics
Volume 94, Number 2, February, 2017

                Martin A. Simon   Explicating mathematical concept and
                                  mathematical conception as theoretical
                                  constructs for mathematics education
                                  research . . . . . . . . . . . . . . . . 117--137
              Claudia Corriveau   Secondary-to-tertiary comparison through
                                  the lens of ways of doing mathematics in
                                  relation to functions: a study in
                                  collaboration with teachers  . . . . . . 139--160
            Gabriele Kaiser and   
        Sigrid Blömeke and   
        Johannes König and   
              Andreas Busse and   
      Martina Döhrmann and   
                   Jessica Hoth   Professional competencies of
                                  (prospective) mathematics teachers ---
                                  cognitive versus situated approaches . . 161--182
            Gabriele Kaiser and   
        Sigrid Blömeke and   
        Johannes König and   
              Andreas Busse and   
      Martina Döhrmann and   
                   Jessica Hoth   Erratum to: Professional competencies of
                                  (prospective) mathematics teachers ---
                                  cognitive versus situated approaches . . 183--184
             Matthias Glade and   
               Susanne Prediger   Students' individual schematization
                                  pathways --- empirical reconstructions
                                  for the case of part-of-part
                                  determination for fractions  . . . . . . 185--203
     Christopher J. Sangwin and   
                      Ian Jones   Asymmetry in student achievement on
                                  multiple-choice and constructed-response
                                  items in reversible mathematics
                                  processes  . . . . . . . . . . . . . . . 205--222
             Mikio Miyazaki and   
                Taro Fujita and   
                    Keith Jones   Students' understanding of the structure
                                  of deductive proof . . . . . . . . . . . 223--239

Educational Studies in Mathematics
Volume 94, Number 3, March, 2017

     Paul Christian Dawkins and   
                 John Paul Cook   Guiding reinvention of conventional
                                  tools of mathematical logic: students'
                                  reasoning about mathematical
                                  disjunctions . . . . . . . . . . . . . . 241--256
               Birgit Pepin and   
                  Binyan Xu and   
                Luc Trouche and   
                 Chongyang Wang   Developing a deeper understanding of
                                  mathematics teaching expertise: an
                                  examination of three Chinese mathematics
                                  teachers' resource systems as windows
                                  into their work and expertise  . . . . . 257--274
                     Maura Iori   Objects, signs, and representations in
                                  the semio-cognitive analysis of the
                                  processes involved in teaching and
                                  learning mathematics: A Duvalian
                                  perspective  . . . . . . . . . . . . . . 275--291
                   David Mogari   Using culturally relevant teaching in a
                                  co-educational mathematics class of a
                                  patriarchal community  . . . . . . . . . 293--307
              Gulay Bozkurt and   
                Kenneth Ruthven   Classroom-based professional expertise:
                                  a mathematics teacher's practice with
                                  technology . . . . . . . . . . . . . . . 309--328
             Santiago Cueto and   
           Juan León and   
         M. Alejandra Sorto and   
              Alejandra Miranda   Teachers' pedagogical content knowledge
                                  and mathematics achievement of students
                                  in Peru  . . . . . . . . . . . . . . . . 329--345


Educational Studies in Mathematics
Volume 95, Number 1, May, 2017

          Claudia Corriveau and   
                 Nadine Bednarz   The secondary--tertiary transition
                                  viewed as a change in mathematical
                                  cultures: an exploration concerning
                                  symbolism and its use  . . . . . . . . . 1--19
           Michelle Zandieh and   
              Jessica Ellis and   
                Chris Rasmussen   A characterization of a unified notion
                                  of mathematical function: the case of
                                  high school function and linear
                                  transformation . . . . . . . . . . . . . 21--38
             Marianna Bosch and   
        Josep Gascón and   
         María Trigueros   Dialogue between theories interpreted as
                                  research praxeologies: the case of APOS
                                  and the ATD  . . . . . . . . . . . . . . 39--52
        Johanna Rellensmann and   
       Stanislaw Schukajlow and   
                Claudia Leopold   Make a drawing. Effects of strategic
                                  knowledge, drawing accuracy, and type of
                                  drawing on students' mathematical
                                  modelling performance  . . . . . . . . . 53--78
               Andrea Knapp and   
            Racheal Landers and   
              Senfeng Liang and   
              Vetrece Jefferson   We all as a family are graduating
                                  tonight: a case for mathematical
                                  knowledge for parental involvement . . . 79--95
             Wolff-Michael Roth   Astonishment: a post-constructivist
                                  investigation into mathematics as
                                  passion  . . . . . . . . . . . . . . . . 97--111
                    Brian Greer   Review of ``All positive action starts
                                  with criticism: Hans Freudenthal and the
                                  didactics of mathematics'' (2015).
                                  Translated from ``Elke positieve actie
                                  begint met critiek: Hans Freudenthal en
                                  de didactiek van de wiskunde'' by Sacha
                                  la Bastide-van Gemert (Springer, 2006).
                                  English translation by Marianne Vincken
                                  and William Third, co-ordinated by
                                  Arthur Bakker  . . . . . . . . . . . . . 113--122

Educational Studies in Mathematics
Volume 95, Number 2, June, 2017

     Paul Christian Dawkins and   
                    Keith Weber   Values and norms of proof for
                                  mathematicians and students  . . . . . . 123--142
         Catherine D. Bruce and   
                Brent Davis and   
          Nathalie Sinclair and   
              Lynn McGarvey and   
            David Hallowell and   
             Michelle Drefs and   
             Krista Francis and   
              Zachary Hawes and   
                  Joan Moss and   
            Joanne Mulligan and   
             Yukari Okamoto and   
            Walter Whiteley and   
                 Geoff Woolcott   Understanding gaps in research networks:
                                  using ``spatial reasoning'' as a window
                                  into the importance of networked
                                  educational research . . . . . . . . . . 143--161
           Eivind Kaspersen and   
               Birgit Pepin and   
               Svein Arne Sikko   Measuring STEM students' mathematical
                                  identities . . . . . . . . . . . . . . . 163--179
              Maria Blanton and   
 Bárbara M. Brizuela and   
     Angela Murphy Gardiner and   
               Katie Sawrey and   
            Ashley Newman-Owens   A progression in first-grade children's
                                  thinking about variable and variable
                                  notation in functional relationships . . 181--202
    Konstantinos Stouraitis and   
             Despina Potari and   
                    Jeppe Skott   Contradictions, dialectical oppositions
                                  and shifts in teaching mathematics . . . 203--217
              Tamsin Meaney and   
         Toril Eskeland Rangnes   Book Review: \booktitleHow research
                                  fields change --- the documentation of a
                                  process. Anjum Halai and Philip Clarkson
                                  (Eds.) (2016) Teaching and learning
                                  mathematics in multilingual classrooms   219--227

Educational Studies in Mathematics
Volume 95, Number 3, July, 2017

                     Hyman Bass   Designing opportunities to learn
                                  mathematics theory-building practices    229--244
              Alik Palatnik and   
                   Boris Koichu   Sense making in the context of algebraic
                                  activities . . . . . . . . . . . . . . . 245--262
          Anthony Fernandes and   
             Leslie H. Kahn and   
                    Marta Civil   A closer look at bilingual students' use
                                  of multimodality in the context of an
                                  area comparison problem from a
                                  large-scale assessment . . . . . . . . . 263--282
               Colin Foster and   
                 Matthew Inglis   Teachers' appraisals of adjectives
                                  relating to mathematics tasks  . . . . . 283--301
                Ann Downton and   
                 Peter Sullivan   Posing complex problems requiring
                                  multiplicative thinking prompts students
                                  to use sophisticated strategies and
                                  build mathematical connections . . . . . 303--328
         Gail E. FitzSimons and   
   Lisa Björklund Boistrup   In the workplace mathematics does not
                                  announce itself: towards overcoming the
                                  hiatus between mathematics education and
                                  work . . . . . . . . . . . . . . . . . . 329--349
          Claudia Corriveau and   
                 Nadine Bednarz   Erratum to: The secondary--tertiary
                                  transition viewed as a change in
                                  mathematical cultures: an exploration
                                  concerning symbolism and its use . . . . 351--351
               Margaret Walshaw   Book Review: \booktitleLeveraging the
                                  potential of research on classroom
                                  discourse for enhancing mathematics
                                  teaching and learning, Jill Adler and
                                  Anna Sfard (Eds.) (2017) Research for
                                  Educational Change: Transforming
                                  Researchers ' Insights Into Improvement
                                  in Mathematics Teaching and Learning . . 353--357


Educational Studies in Mathematics
Volume 96, Number 1, September, 2017

            Doris Jeannotte and   
                 Carolyn Kieran   A conceptual model of mathematical
                                  reasoning for school mathematics . . . . 1--16
   Alexander Schüler-Meyer   Students' development of structure sense
                                  for the distributive law . . . . . . . . 17--32
                 Travis Weiland   Problematizing statistical literacy: An
                                  intersection of critical and statistical
                                  literacies . . . . . . . . . . . . . . . 33--47
             Zvia Markovits and   
                  Helen Forgasz   ``Mathematics is like a lion'':
                                  Elementary students' beliefs about
                                  mathematics  . . . . . . . . . . . . . . 49--64
           Janine Remillard and   
                  Ok-Kyeong Kim   Knowledge of curriculum embedded
                                  mathematics: exploring a critical domain
                                  of teaching  . . . . . . . . . . . . . . 65--81
              Pessia Tsamir and   
                Dina Tirosh and   
         Esther S. Levenson and   
               Ruthi Barkai and   
                  Michal Tabach   Repeating patterns in kindergarten:
                                  findings from children's enactments of
                                  two activities . . . . . . . . . . . . . 83--99
                 Jinxia Xie and   
            Joanna O. Masingila   Examining Interactions between Problem
                                  Posing and Problem Solving with
                                  Prospective Primary Teachers: A Case of
                                  Using Fractions  . . . . . . . . . . . . 101--118

Educational Studies in Mathematics
Volume 96, Number 2, October, 2017

     Gabriel J. Stylianides and   
         Andreas J. Stylianides   Research-based interventions in the area
                                  of proof: the past, the present, and the
                                  future . . . . . . . . . . . . . . . . . 119--127
                 Kotaro Komatsu   Fostering empirical examination after
                                  proof construction in secondary school
                                  geometry . . . . . . . . . . . . . . . . 129--144
               Jorge Fiallo and   
         Angel Gutiérrez   Analysis of the cognitive unity or
                                  rupture between conjecture and proof
                                  when learning to prove on a grade 10
                                  trigonometry course  . . . . . . . . . . 145--167
         Joana Mata-Pereira and   
     João-Pedro da Ponte   Enhancing students' mathematical
                                  reasoning in the classroom: teacher
                                  actions facilitating generalization and
                                  justification  . . . . . . . . . . . . . 169--186
                 Mika Gabel and   
                  Tommy Dreyfus   Affecting the flow of a proof by
                                  creating presence --- a case study in
                                  Number Theory  . . . . . . . . . . . . . 187--205
                 Elda Guala and   
                    Paolo Boero   Cultural analysis of mathematical
                                  content in teacher education: the case
                                  of Elementary Arithmetic Theorems  . . . 207--227
               Lianghuo Fan and   
                 Chunxia Qi and   
                Xiaomei Liu and   
                    Yi Wang and   
                    Mengwei Lin   Does a transformation approach improve
                                  students' ability in constructing
                                  auxiliary lines for solving geometric
                                  problems? An intervention-based study
                                  with two Chinese classrooms  . . . . . . 229--248
                 Somali Roy and   
             Matthew Inglis and   
                    Lara Alcock   Multimedia resources designed to support
                                  learning from written proofs: an
                                  eye-movement study . . . . . . . . . . . 249--266
                Elena Nardi and   
                     Eric Knuth   Changing classroom culture, curricula,
                                  and instruction for proof and proving:
                                  how amenable to scaling up, practicable
                                  for curricular integration, and capable
                                  of producing long-lasting effects are
                                  current interventions? . . . . . . . . . 267--274

Educational Studies in Mathematics
Volume 96, Number 3, November, 2017

             Yasmine Abtahi and   
             Mellony Graven and   
                 Stephen Lerman   Conceptualising the more knowledgeable
                                  other within a multi-directional ZPD . . 275--287
             M. J. A. Bunck and   
                 E. Terlien and   
         M. van Groenestijn and   
              S. W. M. Toll and   
              J. E. H. Van Luit   Observing and analyzing children's
                                  mathematical development, based on
                                  action theory  . . . . . . . . . . . . . 289--304
         Stéphane Clivaz   Teaching multidigit multiplication:
                                  combining multiple frameworks to analyse
                                  a class episode  . . . . . . . . . . . . 305--325
                    Mi Yeon Lee   Pre-service teachers' flexibility with
                                  referent units in solving a fraction
                                  division problem . . . . . . . . . . . . 327--348
              David Guillemette   History of mathematics in secondary
                                  school teachers' training: towards a
                                  nonviolent mathematics education . . . . 349--365
               Luis Radford and   
             Wolff-Michael Roth   Alienation in mathematics education: a
                                  problem considered from neo-Vygotskian
                                  approaches . . . . . . . . . . . . . . . 367--380
                Keith Jones and   
             Chronoula Voutsina   Book Review: \booktitleApproaches to
                                  qualitative research in mathematics
                                  education: Examples of methodology and
                                  methods, edited by Angelika
                                  Bikner--Ahsbahs, Christine Knipping, &
                                  Norma Presmeg. (2015)  . . . . . . . . . 381--390
                Gail FitzSimons   Book review Editor's comment . . . . . . 391--391


Educational Studies in Mathematics
Volume 97, Number 1, January, 2018

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 1--3
              Igor' Kontorovich   Why Johnny struggles when familiar
                                  concepts are taken to a new mathematical
                                  domain: towards a polysemous approach    5--20
      Einat Heyd-Metzuyanim and   
             Charles Munter and   
                   James Greeno   Conflicting frames: a case of
                                  misalignment between professional
                                  development efforts and a teacher's
                                  practice in a high school mathematics
                                  classroom  . . . . . . . . . . . . . . . 21--37
             Miwa Aoki Takeuchi   Power and identity in immigrant parents'
                                  involvement in early years mathematics
                                  learning . . . . . . . . . . . . . . . . 39--53
                Nicole L. Louie   Culture and ideology in mathematics
                                  teacher noticing . . . . . . . . . . . . 55--69
               Hamsa Venkat and   
                     Mike Askew   Mediating primary mathematics: theory,
                                  concepts, and a framework for studying
                                  practice . . . . . . . . . . . . . . . . 71--92
               Teo Paoletti and   
            Irma E. Stevens and   
       Natalie L. F. Hobson and   
             Kevin C. Moore and   
              Kevin R. LaForest   Inverse function: Pre-service teachers'
                                  techniques and meanings  . . . . . . . . 93--109
                    Keith Weber   Book review: Baruch B. Schwarz and
                                  Michael J. Baker (Eds) (Foreword by L.
                                  B. Resnick with F. Schantz) (2017)
                                  \booktitleDialogue, Argumentation and
                                  Education: History, Theory and Practice  111--118
                    Keith Weber   Correction to: Book review: Baruch B.
                                  Schwarz and Michael J. Baker (Foreword
                                  by L. B. Resnick with F. Schantz) (2017)
                                  \booktitleDialogue, Argumentation and
                                  Education: History, Theory and Practice  119--119

Educational Studies in Mathematics
Volume 97, Number 2, February, 2018

                   Colin Foster   Developing mathematical fluency:
                                  comparing exercises and rich tasks . . . 121--141
                Rina Zazkis and   
                Annette Rouleau   Order of operations: On convention and
                                  met-before acronyms  . . . . . . . . . . 143--162
              Aisling Leavy and   
               Mairead Hourigan   The role of perceptual similarity,
                                  context, and situation when selecting
                                  attributes: considerations made by
                                  5--6-year-olds in data modeling
                                  environments . . . . . . . . . . . . . . 163--183
             Christine Chambris   The influence of theoretical
                                  mathematical foundations on teaching and
                                  learning: a case study of whole numbers
                                  in elementary school . . . . . . . . . . 185--207
               Bharath Sriraman   Book review:
                                  \booktitleAnthropomorphizing mathematics
                                  education. Review of Hauke
                                  Staehler--Pohl, Nina Bohlmann, and
                                  Alexandre Pais (Eds). (2017).
                                  \booktitleThe disorder of mathematics
                                  education: challenging the
                                  sociopolitical dimensions of research.
                                  329 pp.  . . . . . . . . . . . . . . . . 209--213

Educational Studies in Mathematics
Volume 97, Number 3, March, 2018

                Steven R. Jones   Prototype images in mathematics
                                  education: the case of the graphical
                                  representation of the definite integral  215--234
           Karina J. Wilkie and   
                 Peter Sullivan   Exploring intrinsic and extrinsic
                                  motivational aspects of middle school
                                  students' aspirations for their
                                  mathematics learning . . . . . . . . . . 235--254
                Anne Watson and   
              Michal Ayalon and   
                 Stephen Lerman   Comparison of students' understanding of
                                  functions in classes following English
                                  and Israeli national curricula . . . . . 255--272
              Michal Tabach and   
              Baruch B. Schwarz   Professional development of mathematics
                                  teachers toward the facilitation of
                                  small-group collaboration  . . . . . . . 273--298
       Heather Lynn Johnson and   
                Evan McClintock   A link between students' discernment of
                                  variation in unidirectional change and
                                  their use of quantitative variational
                                  reasoning  . . . . . . . . . . . . . . . 299--316


Educational Studies in Mathematics
Volume 98, Number 1, May, 2018

               Teo Paoletti and   
           Victoria Krupnik and   
     Dimitrios Papadopoulos and   
               Joseph Olsen and   
        Tim Fukawa-Connelly and   
                    Keith Weber   Teacher questioning and invitations to
                                  participate in advanced mathematics
                                  lectures . . . . . . . . . . . . . . . . 1--17
María C. Cañadas and   
               Marta Molina and   
          Aurora del Río   Meanings given to algebraic symbolism in
                                  problem-posing . . . . . . . . . . . . . 19--37
Ernest C. D. M. van Lieshout and   
             Iro Xenidou-Dervou   Pictorial representations of simple
                                  arithmetic problems are not always
                                  helpful: a cognitive load perspective    39--55
              Maria Chimoni and   
      Demetra Pitta-Pantazi and   
          Constantinos Christou   Examining early algebraic thinking:
                                  insights from empirical data . . . . . . 57--76
                 Trine Foyn and   
             Yvette Solomon and   
     Hans Jòrgen Braathe   Clever girls' stories: the girl they
                                  call a nerd  . . . . . . . . . . . . . . 77--93
                     Maura Iori   Teachers' awareness of the
                                  semio-cognitive dimension of learning
                                  mathematics  . . . . . . . . . . . . . . 95--113

Educational Studies in Mathematics
Volume 98, Number 2, June, 2018

              John C. Moyer and   
           Victoria Robison and   
                      Jinfa Cai   Attitudes of high-school students taught
                                  using traditional and reform mathematics
                                  curricula in middle school: a
                                  retrospective analysis . . . . . . . . . 115--134
                    Ke Wang and   
              Xiao-qin Wang and   
                  Yeping Li and   
                Michael S. Rugh   A framework for integrating the history
                                  of mathematics into teaching in Shanghai 135--155
           Katarina Gvozdic and   
                Emmanuel Sander   When intuitive conceptions overshadow
                                  pedagogical content knowledge: Teachers'
                                  conceptions of students' arithmetic word
                                  problem solving strategies . . . . . . . 157--175
            Molly L. Kelton and   
                  Jasmine Y. Ma   Reconfiguring mathematical settings and
                                  activity through multi-party, whole-body
                                  collaboration  . . . . . . . . . . . . . 177--196
                Fou-Lai Lin and   
               Kai-Lin Yang and   
                 Hui-Yu Hsu and   
                Jian-Cheng Chen   Mathematics teacher
                                  educator-researchers' perspectives on
                                  the use of theory in facilitating
                                  teacher growth . . . . . . . . . . . . . 197--214

Educational Studies in Mathematics
Volume 98, Number 3, July, 2018

            Núria Planas   Language as resource: a key notion for
                                  understanding the complexity of
                                  mathematics learning . . . . . . . . . . 215--229
Alejandro S. González-Martín and   
                Elena Nardi and   
                     Irene Biza   From resource to document: scaffolding
                                  content and organising student learning
                                  in teachers' documentation work on the
                                  teaching of series . . . . . . . . . . . 231--252
              Sonja Lutovac and   
                  Raimo Kaasila   An elementary teacher's narrative
                                  identity work at two points in time two
                                  decades apart  . . . . . . . . . . . . . 253--267
           Marcelo C. Borba and   
Aparecida Santana de Souza Chiari and   
Helber Rangel Formiga Leite de Almeida   Interactions in virtual learning
                                  environments: new roles for digital
                                  technology . . . . . . . . . . . . . . . 269--286
                David Kollosche   Social functions of mathematics
                                  education: a framework for
                                  socio-political studies  . . . . . . . . 287--303


Educational Studies in Mathematics
Volume 99, Number 1, September, 2018

           Isabelle Demonty and   
        Joëlle Vlassis and   
                 Annick Fagnant   Algebraic thinking, pattern activities
                                  and knowledge for teaching at the
                                  transition between primary and secondary
                                  school . . . . . . . . . . . . . . . . . 1--19
            Darinka Radovic and   
                Laura Black and   
            Julian Williams and   
             Christian E. Salas   Towards conceptual coherence in the
                                  research on mathematics learner
                                  identity: a systematic review of the
                                  literature . . . . . . . . . . . . . . . 21--42
             Carlos Soneira and   
José Antonio González-Calero and   
                    David Arnau   An assessment of the sources of the
                                  reversal error through classic and new
                                  variables  . . . . . . . . . . . . . . . 43--56
                  Jeffrey Craig   The promises of numeracy . . . . . . . . 57--71
   Neila de Toledo e Toledo and   
              Gelsa Knijnik and   
                   Paola Valero   Mathematics education in the neoliberal
                                  and corporate curriculum: the case of
                                  Brazilian agricultural high schools  . . 73--87
              Rabih El Mouhayar   Trends of progression of student level
                                  of reasoning and generalization in
                                  numerical and figural reasoning
                                  approaches in pattern generalization . . 89--107
             Nerida F. Ellerton   Book Review: NCTM's
                                  \booktitleCompendium: finding a balance
                                  between historical details, contemporary
                                  practices, and future resources. Jinfa
                                  Cai (Ed.) (2017) \booktitleCompendium
                                  for research in mathematics education    109--123

Educational Studies in Mathematics
Volume 99, Number 2, October, 2018

              Thomas de Vittori   Analyzing the use of history in
                                  mathematics education: issues and
                                  challenges around Balacheff's cK$ \not c
                                  $ model  . . . . . . . . . . . . . . . . 125--136
            Jennifer A. Czocher   How does validating activity contribute
                                  to the modeling process? . . . . . . . . 137--159
              Kirstin Erath and   
           Susanne Prediger and   
              Uta Quasthoff and   
                  Vivien Heller   Discourse competence as important part
                                  of academic language proficiency in
                                  mathematics classrooms: the case of
                                  explaining to learn and learning to
                                  explain  . . . . . . . . . . . . . . . . 161--179
              Jennifer Hall and   
                  Jo Towers and   
               Lyndon C. Martin   Using I poems to illuminate the
                                  complexity of students' mathematical
                                  identities . . . . . . . . . . . . . . . 181--196
               Fien Depaepe and   
            Patrick Van Roy and   
              Joke Torbeyns and   
           Thilo Kleickmann and   
             Wim Van Dooren and   
             Lieven Verschaffel   Stimulating pre-service teachers'
                                  content and pedagogical content
                                  knowledge on rational numbers  . . . . . 197--216
            Arjen de Vetten and   
        Judith Schoonenboom and   
             Ronald Keijzer and   
                  Bert van Oers   The development of informal statistical
                                  inference content knowledge of
                                  pre-service primary school teachers
                                  during a teacher college intervention    217--234
                 Alexandre Pais   Book Review: The limits of pluralism.
                                  Bharath Sriraman (Ed.) (2017)
                                  \booktitleHumanizing mathematics and its
                                  philosophy: Essays celebrating the 90th
                                  birthday of Reuben Hersh . . . . . . . . 235--240

Educational Studies in Mathematics
Volume 99, Number 3, November, 2018

                  Merrilyn Goos   Editorial  . . . . . . . . . . . . . . . 241--242
                  Jinfa Cai and   
                    Roza Leikin   Call for papers: \booktitleEducational
                                  Studies in Mathematics special issue . . 243--244
                    Yan Zhu and   
            Gabriele Kaiser and   
                      Jinfa Cai   Gender equity in mathematical
                                  achievement: the case of China . . . . . 245--260
                Ofer Marmur and   
                    Rina Zazkis   Space of fuzziness: avoidance of
                                  deterministic decisions in the case of
                                  the inverse function . . . . . . . . . . 261--275
                 Martin Carlsen   Upper secondary students' mathematical
                                  reasoning on a sinusoidal function . . . 277--291
              Alik Palatnik and   
                 Dor Abrahamson   Rhythmic movement as a tacit enactment
                                  goal mobilizes the emergence of
                                  mathematical structures  . . . . . . . . 293--309
           Yìlmaz Zengin   Examination of the constructed dynamic
                                  bridge between the concepts of
                                  differential and derivative with the
                                  integration of GeoGebra and the ACODESA
                                  method . . . . . . . . . . . . . . . . . 311--333
   Tatjana Hodnik \vCade\vz and   
            Vida Manfreda Kolar   How fifth-grade pupils reason about
                                  fractions: a reliance on part-whole
                                  subconstructs  . . . . . . . . . . . . . 335--357
                Colleen M. Eddy   Book review: \booktitleMathematics for
                                  all: From fantasy to reality. Murad
                                  Jurdak and Renuka Vithal (Eds.) (2018)
                                  Sociopolitical dimensions of mathematics
                                  education: from the margin to the
                                  mainstream . . . . . . . . . . . . . . . 359--362


Educational Studies in Mathematics
Volume 100, Number 1, January, 2019

                  Arthur Bakker   Editorial  . . . . . . . . . . . . . . . 1--2
                      Anonymous   Announcements  . . . . . . . . . . . . . 3--6
           Carlotta Soldano and   
                   Yael Luz and   
       Ferdinando Arzarello and   
              Michal Yerushalmy   Technology-based inquiry in geometry:
                                  semantic games through the lens of
                                  variation  . . . . . . . . . . . . . . . 7--23
                    Helena Roos   Inclusion in mathematics education: an
                                  ideology, a way of teaching, or both?    25--41
       Stanislaw Schukajlow and   
               Kay Achmetli and   
                 Katrin Rakoczy   Does constructing multiple solutions for
                                  real-world problems affect
                                  self-efficacy? . . . . . . . . . . . . . 43--60
              Simon Weixler and   
          Daniel Sommerhoff and   
                    Stefan Ufer   The empirical law of large numbers and
                                  the hospital problem: systematic
                                  investigation of the impact of multiple
                                  task and person characteristics  . . . . 61--82
Gloria Sánchez-Matamoros and   
   Ceneida Fernández and   
              Salvador Llinares   Relationships among prospective
                                  secondary mathematics teachers' skills
                                  of attending, interpreting and
                                  responding to students' understanding    83--99
              Ghislaine Gueudet   Book Review: Curricular resources and
                                  their classroom implementation:
                                  Contributions (and limitations) of a
                                  focus on mathematical tasks. Gabriel J.
                                  Stylianides (Ed.) (2016)
                                  \booktitleCurricular resources and
                                  classroom use. The case of mathematics   101--108
             Fulvia Furinghetti   Book Review: The long story of the
                                  history in mathematics education.
                                  Kathleen M. Clark, Tinne Hoff Kjeldsen,
                                  Sebastian Schorcht, & Constantinos
                                  Tzanakis (Eds.) (2018).
                                  \booktitleMathematics, education and
                                  history. Towards a harmonious
                                  partnership  . . . . . . . . . . . . . . 109--116

Educational Studies in Mathematics
Volume 100, Number 2, February, 2019

     Paul Christian Dawkins and   
             Matthew Inglis and   
             Nicholas Wasserman   The use(s) of is in mathematics  . . . . 117--137
                  Margot Berger   Different reading styles for mathematics
                                  text . . . . . . . . . . . . . . . . . . 139--159
             Joris Mithalal and   
              Nicolas Balacheff   The instrumental deconstruction as a
                                  link between drawing and geometrical
                                  figure . . . . . . . . . . . . . . . . . 161--176
      Luz Valoyes-Chávez   On the making of a new mathematics
                                  teacher: professional development,
                                  subjectivation, and resistance to change 177--191
          Jorryt van Bommel and   
            Hanna Palmér   Book Review: \booktitleBuilding the
                                  foundation: Whole numbers in the primary
                                  grades. Maria G. Bartolini Bussi and Xu
                                  Hua Sun (Eds.) (2018) The 23rd ICMI
                                  study --- new ICMI study series  . . . . 193--199

Educational Studies in Mathematics
Volume 100, Number 3, March, 2019

           Sophie Batchelor and   
              Joke Torbeyns and   
             Lieven Verschaffel   Affect and mathematics in young
                                  children: an introduction  . . . . . . . 201--209
                 Ann Dowker and   
            Olivia Cheriton and   
              Rachel Horton and   
                  Winifred Mark   Relationships between attitudes and
                                  performance in young children's
                                  mathematics  . . . . . . . . . . . . . . 211--230
           Dominic Petronzi and   
               Paul Staples and   
            David Sheffield and   
             Thomas E. Hunt and   
            Sandra Fitton-Wilde   Further development of the Children's
                                  Mathematics Anxiety Scale UK (CMAS-UK)
                                  for ages 4--7 years  . . . . . . . . . . 231--249
               Janne Lepola and   
         Minna Hannula-Sormunen   Spontaneous focusing on numerosity and
                                  motivational orientations as predictors
                                  of arithmetical skills from kindergarten
                                  to grade 2 . . . . . . . . . . . . . . . 251--269
   Maria Chiara Passolunghi and   
          Elisa Cargnelutti and   
              Sandra Pellizzoni   The relation between cognitive and
                                  emotional factors and arithmetic
                                  problem-solving  . . . . . . . . . . . . 271--290
              Pietro Di Martino   Pupils' view of problems: the evolution
                                  from kindergarten to the end of primary
                                  school . . . . . . . . . . . . . . . . . 291--307
              Markku S. Hannula   Young learners' mathematics-related
                                  affect: A commentary on concepts,
                                  methods, and developmental trends  . . . 309--316
            Andreas Obersteiner   Multiple pathways between affect and
                                  mathematical competence in young
                                  children--- commentary on the studies in
                                  the Special Issue  . . . . . . . . . . . 317--323


Educational Studies in Mathematics
Volume 101, Number 1, May, 2019

                  Arthur Bakker   A virtual special issue to celebrate 100
                                  volumes of \booktitleEducational Studies
                                  in Mathematics: former editors' choices  1--5
                  Danny Beckers   Why to publish on mathematics education
                                  so as to be useful?
                                  \booktitleEducational Studies in
                                  Mathematics and its founder Hans
                                  Freudenthal  . . . . . . . . . . . . . . 7--17
             Naneh Apkarian and   
              Michal Tabach and   
              Tommy Dreyfus and   
                Chris Rasmussen   The Sierpi\'nski smoothie: blending area
                                  and perimeter  . . . . . . . . . . . . . 19--34
                  Rebecca Dibbs   Forged in failure: engagement patterns
                                  for successful students repeating
                                  calculus . . . . . . . . . . . . . . . . 35--50
               Jenni Ingram and   
               Nick Andrews and   
                    Andrea Pitt   When students offer explanations without
                                  the teacher explicitly asking them to    51--66
       Uffe Thomas Jankvist and   
            Morten Misfeldt and   
   Mario Sánchez Aguilar   What happens when CAS procedures are
                                  objectified? --- the case of ``solve''
                                  and ``desolve''  . . . . . . . . . . . . 67--81
        Andrew Izsák and   
               Sybilla Beckmann   Developing a coherent approach to
                                  multiplication and measurement . . . . . 83--103
          Jean-Paul Fischer and   
              Bruno Vilette and   
     Sophie Joffredo-Lebrun and   
         Mireille Morellato and   
   Céline Le Normand and   
   Calliste Scheibling-Seve and   
   Jean-François Richard   Should we continue to teach standard
                                  written algorithms for the arithmetical
                                  operations? The example of subtraction   105--121
            Maike Schindler and   
            Achim J. Lilienthal   Domain-specific interpretation of eye
                                  tracking data: towards a refined use of
                                  the eye-mind hypothesis for the field of
                                  geometry . . . . . . . . . . . . . . . . 123--139

Educational Studies in Mathematics
Volume 101, Number 2, June, 2019

      Einat Heyd-Metzuyanim and   
                 Mellony Graven   Rituals and explorations in mathematical
                                  teaching and learning: introduction to
                                  the special issue  . . . . . . . . . . . 141--151
                 Irit Lavie and   
                Aya Steiner and   
                     Anna Sfard   Routines we live by: from ritual to
                                  exploration  . . . . . . . . . . . . . . 153--176
                  Alf Coles and   
              Nathalie Sinclair   Ritualisation in early number work . . . 177--194
           Andrea McCloskey and   
            Gwendolyn Lloyd and   
                 Courtney Lynch   Theorizing mathematics instruction using
                                  ritual: tensions in teaching fractions
                                  in a fifth grade classroom . . . . . . . 195--213
        Sally-Ann Robertson and   
                 Mellony Graven   Exploratory mathematics talk in a second
                                  language: a sociolinguistic perspective  215--232
               Olov Viirman and   
                    Elena Nardi   Negotiating different disciplinary
                                  discourses: biology students' ritualized
                                  and exploratory participation in
                                  mathematical modeling activities . . . . 233--252
            Talli Nachlieli and   
                  Michal Tabach   Ritual-enabling opportunities-to-learn
                                  in mathematics classrooms  . . . . . . . 253--271
      Einat Heyd-Metzuyanim and   
             Margaret Smith and   
              Victoria Bill and   
              Lauren B. Resnick   From ritual to explorative participation
                                  in discourse-rich instructional
                                  practices: a case study of teacher
                                  learning through professional
                                  development  . . . . . . . . . . . . . . 273--289
                     Jill Adler   Learning about mathematics teaching and
                                  learning from studying rituals and
                                  ritualization? A commentary  . . . . . . 291--299

Educational Studies in Mathematics
Volume 101, Number 3, July, 2019

                 Vilma Mesa and   
                   David Wagner   Behind the door: a critical look at the
                                  process of publication in
                                  \booktitleEducational Studies in
                                  Mathematics  . . . . . . . . . . . . . . 301--324
            Wes Maciejewski and   
                    Jon R. Star   Justifications for choices made in
                                  procedures . . . . . . . . . . . . . . . 325--340
                Taro Fujita and   
             Jonathan Doney and   
                 Rupert Wegerif   Students' collaborative decision-making
                                  processes in defining and classifying
                                  quadrilaterals: a semiotic/dialogic
                                  approach . . . . . . . . . . . . . . . . 341--356
          Thorsten Scheiner and   
      Márcia M. F. Pinto   Emerging perspectives in mathematical
                                  cognition: contextualizing,
                                  complementizing, and complexifying . . . 357--372
                 Alexandre Pais   Mathematics, capitalism and biosocial
                                  research . . . . . . . . . . . . . . . . 373--386
              Paola Iannone and   
                 Dominic Miller   Guided notes for university mathematics
                                  and their impact on students'
                                  note-taking behaviour  . . . . . . . . . 387--404
                 Der-Ching Yang   Development of a three-tier number sense
                                  test for fifth-grade students  . . . . . 405--424
               Lisa Darragh and   
      Luz Valoyes-Chávez   Blurred lines: producing the mathematics
                                  student through discourses of special
                                  educational needs in the context of
                                  reform mathematics in Chile  . . . . . . 425--439
      Anke Grotlüschen and   
                Klaus Buddeberg   Book Review: Numeracy as social
                                  practice. Global and local perspectives.
                                  Keiko Yasukawa, Alan Rogers, Kara
                                  Jackson, & Brian V. Street (Eds.) (2018)
                                  \booktitleNumeracy: the new kid on the
                                  block? . . . . . . . . . . . . . . . . . 441--448


Educational Studies in Mathematics
Volume 102, Number 1, September, 2019

              Arthur Bakker and   
                  Jinfa Cai and   
                Lyn English and   
            Gabriele Kaiser and   
                 Vilma Mesa and   
                 Wim Van Dooren   Beyond small, medium, or large: points
                                  of consideration when interpreting
                                  effect sizes . . . . . . . . . . . . . . 1--8
                Mogens Niss and   
          Tomas Hòjgaard   Mathematical competencies revisited  . . 9--28
            Eirini Geraniou and   
           Uffe Thomas Jankvist   Towards a definition of ``mathematical
                                  digital competency'' . . . . . . . . . . 29--45
         Chronoula Voutsina and   
                Lois George and   
                    Keith Jones   Microgenetic analysis of young
                                  children's shifts of attention in
                                  arithmetic tasks: underlying dynamics of
                                  change in phases of seemingly stable
                                  task performance . . . . . . . . . . . . 47--74
              Higinio Dominguez   Theorizing reciprocal noticing with
                                  non-dominant students in mathematics . . 75--89
        Maulfry Worthington and   
           Marjolein Dobber and   
                  Bert van Oers   The development of mathematical
                                  abstraction in the nursery . . . . . . . 91--110
         Wolff-Michael Roth and   
               Margaret Walshaw   Affect and emotions in mathematics
                                  education: toward a holistic psychology
                                  of mathematics education . . . . . . . . 111--125
                   Lihua Xu and   
                   David Clarke   Speaking or not speaking as a cultural
                                  practice: analysis of mathematics
                                  classroom discourse in Shanghai, Seoul,
                                  and Melbourne  . . . . . . . . . . . . . 127--146
              Mich\`ele Artigue   Book review: \booktitleThe legacy of
                                  Felix Klein. H.-G. Weigand, W. McCallum,
                                  M. Menghini, M. Neubrand and G.
                                  Schubring (Eds.) (2019)  . . . . . . . . 147--152

Educational Studies in Mathematics
Volume 102, Number 2, October, 2019

      Jessica Brooke Ernest and   
         Daniel L. Reinholz and   
                     Niral Shah   Hidden competence: women's mathematical
                                  participation in public and private
                                  classroom spaces . . . . . . . . . . . . 153--172
                 Jinxin Zhu and   
                 Ming Ming Chiu   Early home numeracy activities and later
                                  mathematics achievement: early numeracy,
                                  interest, and self-efficacy as mediators 173--191
              Maria Blanton and   
          Isil Isler-Baykal and   
                Rena Stroud and   
               Ana Stephens and   
                 Eric Knuth and   
         Angela Murphy Gardiner   Growth in children's understanding of
                                  generalizing and representing
                                  mathematical structure and relationships 193--219
                  Ali Barahmand   ``Tending to the midpoint'': an
                                  intuitive rule in mathematical thinking  221--238
                      Hagar Gal   When the use of cognitive conflict is
                                  ineffective --- problematic learning
                                  situations in geometry . . . . . . . . . 239--256
                Nadia Azrou and   
            Abdelkader Khelladi   Why do students write poor proof texts?
                                  A case study on undergraduates' proof
                                  writing  . . . . . . . . . . . . . . . . 257--274
   Tânia C. B. Cabral and   
        Roberto Ribeiro Baldino   The credit system and the summative
                                  assessment splitting moment  . . . . . . 275--288
              Dongchen Zhao and   
              Christian Bokhove   Book Review: What is the most important
                                  source of teachers' knowledge? Lianghuo
                                  Fan (2014) \booktitleInvestigating the
                                  pedagogy of mathematics: how do teachers
                                  develop their knowledge? . . . . . . . . 289--298
 Jérôme Proulx and   
    Jean-François Maheux   Effect sizes, epistemological issues,
                                  and identity of mathematics education
                                  research: a commentary on editorial
                                  102(1) . . . . . . . . . . . . . . . . . 299--302

Educational Studies in Mathematics
Volume 102, Number 3, November, 2019

                Katja Maass and   
                  Paul Cobb and   
             Konrad Krainer and   
                 Despina Potari   Different ways to implement innovative
                                  teaching approaches at scale . . . . . . 303--318
             Daniel J. Heck and   
        Courtney L. Plumley and   
       Despina A. Stylianou and   
          Adrienne A. Smith and   
              Gwendolyn Moffett   Scaling up innovative learning in
                                  mathematics: exploring the effect of
                                  different professional development
                                  approaches on teacher knowledge,
                                  beliefs, and instructional practice  . . 319--342
        Alison Clark-Wilson and   
                   Celia Hoyles   A research-informed web-based
                                  professional development toolkit to
                                  support technology-enhanced mathematics
                                  teaching at scale  . . . . . . . . . . . 343--359
           Susanne Prediger and   
            Claudia Fischer and   
           Christoph Selter and   
         Christian Schöber   Combining material- and community-based
                                  implementation strategies for scaling
                                  up: the case of supporting low-achieving
                                  middle school students . . . . . . . . . 361--378
               Andreas Ryve and   
                   Kirsti Hemmi   Educational policy to improve
                                  mathematics instruction at scale:
                                  conceptualizing contextual factors . . . 379--394
             Konrad Krainer and   
          Stefan Zehetmeier and   
         Barbara Hanfstingl and   
                Franz Rauch and   
                Tanja Tscheinig   Insights into scaling up a nationwide
                                  learning and teaching initiative on
                                  various levels . . . . . . . . . . . . . 395--415
             Despina Potari and   
          Giorgos Psycharis and   
      Charalampos Sakonidis and   
        Theodossios Zachariades   Collaborative design of a
                                  reform-oriented mathematics curriculum:
                                  contradictions and boundaries across
                                  teaching, research, and policy . . . . . 417--434
              Paul Drijvers and   
   Hanneke Kodde-Buitenhuis and   
                Michiel Doorman   Assessing mathematical thinking as part
                                  of curriculum reform in The Netherlands  435--456


Educational Studies in Mathematics
Volume 103, Number 1, January, 2020

                  Arthur Bakker   Editorial  . . . . . . . . . . . . . . . 1--5
              Merrilyn Goos and   
                      Sila Kaya   Understanding and promoting students'
                                  mathematical thinking: a review of
                                  research published in ESM  . . . . . . . 7--25
         Anne-Sophie Supply and   
             Wim Van Dooren and   
              Stephanie Lem and   
                Patrick Onghena   Assessing young children's ability to
                                  compare probabilities  . . . . . . . . . 27--42
                Kristen Lew and   
  Juan Pablo Mejía Ramos   Linguistic conventions of mathematical
                                  proof writing across pedagogical
                                  contexts . . . . . . . . . . . . . . . . 43--62
          Kathleen Melhuish and   
             Brittney Ellis and   
               Michael D. Hicks   Group theory students' perceptions of
                                  binary operation . . . . . . . . . . . . 63--81
               Osama Swidan and   
            Cristina Sabena and   
           Ferdinando Arzarello   Disclosure of mathematical relationships
                                  with a digital tool: a three layer-model
                                  of meaning . . . . . . . . . . . . . . . 83--101
                Kathryn M. Rich   Book Review: \booktitleDigital
                                  technologies in designing mathematics
                                  education tasks: Potential and pitfalls.
                                  Allen Leung and Anna Baccaglini--Frank
                                  (Eds.): (2017) . . . . . . . . . . . . . 103--108
                Simon Goodchild   Book Review: \booktitleThe philosophy of
                                  mathematics education today. Paul Ernest
                                  (Ed.) (2018) . . . . . . . . . . . . . . 109--119
                  Alik Palatnik   A pedagogical potential of one
                                  mathematical inaccuracy  . . . . . . . . 121--124
                 Adrian Simpson   On the misinterpretation of effect size  125--133
        Sally-Ann Robertson and   
                 Mellony Graven   Correction to: Exploratory mathematics
                                  talk in a second language: a
                                  sociolinguistic perspective  . . . . . . 135--135
      Einat Heyd-Metzuyanim and   
                 Mellony Graven   Correction to: Rituals and explorations
                                  in mathematical teaching and learning:
                                  introduction to the special issue  . . . 137--137

Educational Studies in Mathematics
Volume 103, Number 2, February, 2020

              Michal Tabach and   
            Chris Rasmussen and   
              Tommy Dreyfus and   
                 Naneh Apkarian   Towards an argumentative grammar for
                                  networking: a case of coordinating two
                                  approaches . . . . . . . . . . . . . . . 139--155
          Angelika Kullberg and   
     Camilla Björklund and   
               Irma Brkovic and   
            Ulla Runesson Kempe   Effects of learning addition and
                                  subtraction in preschool by making the
                                  first ten numbers and their relations
                                  visible with finger patterns . . . . . . 157--172
             Elise Lockwood and   
           John S. Caughman and   
                    Keith Weber   An essay on proof, conviction, and
                                  explanation: multiple representation
                                  systems in combinatorics . . . . . . . . 173--189
       Ioannis Papadopoulos and   
              Robert Gunnarsson   Exploring the way rational expressions
                                  trigger the use of ``mental'' brackets
                                  by primary school students . . . . . . . 191--207
                Corinna Hankeln   Mathematical modeling in Germany and
                                  France: a comparison of students'
                                  modeling processes . . . . . . . . . . . 209--229
             Rachel Lambert and   
                      Paulo Tan   Book review: David Kollosche, Renato de
                                  Souza, Michel Knigge, Miriam Godoy
                                  Penteado, and Ole Skovsmose (Eds.)
                                  (2019) \booktitleInclusive mathematics
                                  education: state-of-the-art research
                                  from Brazil and Germany  . . . . . . . . 231--239
               Xinrong Yang and   
                Gabriele Kaiser   Book Review: \booktitleProfessional
                                  development of mathematics teachers- an
                                  Asian perspective. Berinderjeet Kaur, Oh
                                  Nam Kwon, Yew Hoong Leong (Eds.) (2017)  241--249

Educational Studies in Mathematics
Volume 103, Number 3, March, 2020

            Nadav Ehrenfeld and   
                  Ilana S. Horn   Initiation-entry-focus-exit and
                                  participation: a framework for
                                  understanding teacher groupwork
                                  monitoring routines  . . . . . . . . . . 251--272
María S. García González and   
 Gustavo Martínez Sierra   The history of a teacher's relief of his
                                  mathematics anxiety: the case of Diego   273--291
 Calliste Scheibling-S\`eve and   
          Elena Pasquinelli and   
                Emmanuel Sander   Assessing conceptual knowledge through
                                  solving arithmetic word problems . . . . 293--311
              Paola Iannone and   
       Christoph Czichowsky and   
                   Johannes Ruf   The impact of high stakes oral
                                  performance assessment on students'
                                  approaches to learning: a case study . . 313--337
           Cathrine Kazunga and   
                 Sarah Bansilal   An APOS analysis of solving systems of
                                  equations using the inverse matrix
                                  method . . . . . . . . . . . . . . . . . 339--358
     Melissa Andrade-Molina and   
             Alex Montecino and   
   Mario Sánchez Aguilar   Beyond quality metrics: defying journal
                                  rankings as the philosopher's stone of
                                  mathematics education research . . . . . 359--374
       Andreas Moutsios-Rentzos   Book Review: Andreas J. Stylianides
                                  (2016), \booktitleProving in the
                                  elementary mathematics classroom . . . . 375--381
                 Marta Menghini   Book Review: Digging into the memory of
                                  mathematics education. Fulvia
                                  Furinghetti, Alexander Karp (Eds.)
                                  (2018). \booktitleResearching the
                                  history of mathematics education. An
                                  international overview . . . . . . . . . 383--389


Educational Studies in Mathematics
Volume 104, Number 1, May, 2020

              Arthur Bakker and   
                   David Wagner   Pandemic: lessons for today and
                                  tomorrow?  . . . . . . . . . . . . . . . 1--4
        Gabrielle Oslington and   
            Joanne Mulligan and   
               Penny Van Bergen   Third-graders' predictive reasoning
                                  strategies . . . . . . . . . . . . . . . 5--24
              Andrea Maffia and   
      Maria Alessandra Mariotti   From action to symbols: giving meaning
                                  to the symbolic representation of the
                                  distributive law in primary school . . . 25--40
              Anette Bagger and   
                Helena Roos and   
              Margareta Engvall   Directions of intentionalities in
                                  special needs education in mathematics   41--63
              Emily R. Fyfe and   
       Percival G. Matthews and   
                     Eric Amsel   College developmental math students'
                                  knowledge of the equal sign  . . . . . . 65--85
                  Amy Ellis and   
                 Robert Ely and   
          Brandon Singleton and   
                   Halil Tasova   Scaling-continuous variation: supporting
                                  students' algebraic reasoning  . . . . . 87--103
                       Yeon Kim   Teacher community for high school
                                  mathematics instruction: strengths and
                                  challenges . . . . . . . . . . . . . . . 105--125
              Thorsten Scheiner   Dealing with opposing theoretical
                                  perspectives: knowledge in structures or
                                  knowledge in pieces? . . . . . . . . . . 127--145

Educational Studies in Mathematics
Volume 104, Number 2, June, 2020

       Anselm R. Strohmaier and   
           Kelsey J. MacKay and   
        Andreas Obersteiner and   
              Kristina M. Reiss   Eye-tracking methodology in mathematics
                                  education research: A systematic
                                  literature review  . . . . . . . . . . . 147--200
                Osnat Molad and   
         Esther S. Levenson and   
                     Sigal Levy   Individual and group mathematical
                                  creativity among post-high school
                                  students . . . . . . . . . . . . . . . . 201--220
              Sung-Jae Moon and   
                 Kyeong-Hwa Lee   Deleuzian actualizations of the
                                  multiplicative concept: a study of
                                  perceptual flow and the transformation
                                  of learning assemblages  . . . . . . . . 221--237
         Aditya P. Adiredja and   
               Michelle Zandieh   The lived experience of linear algebra:
                                  a counter-story about women of color in
                                  mathematics  . . . . . . . . . . . . . . 239--260
         Ricardo Nemirovsky and   
          Francesca Ferrara and   
             Giulia Ferrari and   
      Natividad Adamuz-Povedano   Body motion, early algebra, and the
                                  colours of abstraction . . . . . . . . . 261--283
                  Anne R. Teppo   Book Review: International and national
                                  reflections on The Netherlands didactics
                                  of mathematics education . . . . . . . . 285--298

Educational Studies in Mathematics
Volume 104, Number 3, July, 2020

               David Wagner and   
              Arthur Bakker and   
              Tamsin Meaney and   
                 Vilma Mesa and   
           Susanne Prediger and   
                 Wim Van Dooren   What can we do against racism in
                                  mathematics education research?  . . . . 299--311
           Jennifer L. Ruef and   
          Michelle M. Jacob and   
            G. Keith Walker and   
            Virginia R. Beavert   Why indigenous languages matter for
                                  mathematics education: a case study of
                                  Ichishkíin  . . . . . . . . . . . . . . . 313--332
      Jennifer Langer-Osuna and   
                 Jen Munson and   
            Emma Gargroetzi and   
          Immanuel Williams and   
                    Rosa Chavez   ``So what are we working on?'': how
                                  student authority relations shift during
                                  collaborative mathematics activity . . . 333--349
                  Kyunghee Moon   New approaches for two-variable
                                  inequality graphs utilizing the
                                  Cartesian Connection and the APOS theory 351--367
                Ulrika Ryan and   
                  Anna Chronaki   A joke on precision? Revisiting
                                  ``precision'' in the school mathematics
                                  discourse  . . . . . . . . . . . . . . . 369--384
      Einat Heyd-Metzuyanim and   
            Talli Nachlieli and   
           Merav Weingarden and   
                     Rinat Baor   Adapting a professional development
                                  program for cognitively demanding
                                  instruction across shifting contexts . . 385--403
              Tine Degrande and   
         Lieven Verschaffel and   
                 Wim Van Dooren   To add or to multiply in open problems?
                                  Unraveling children's relational
                                  preference using a mixed-method approach 405--430
Kristín Bjarnadóttir   Book Review: Approaching the core of the
                                  modern mathematics movement. Dirk De
                                  Bock and Geert Vanpaemel (Eds.) (2019)
                                  \booktitleRods, sets and arrows --- the
                                  rise and fall of modern mathematics in
                                  Belgium  . . . . . . . . . . . . . . . . 431--438
                Helena A. Grant   Book Review: Keeping mathematics
                                  education real and fair: connecting the
                                  disconnections. Constantinos Xenofontos
                                  (Ed.) (2019) \booktitleEquity in
                                  mathematics education: addressing a
                                  changing world . . . . . . . . . . . . . 439--444


Educational Studies in Mathematics
Volume 105, Number 1, September, 2020

                  Joe Olsen and   
                Kristen Lew and   
                    Keith Weber   Metaphors for learning and doing
                                  mathematics in advanced mathematics
                                  lectures . . . . . . . . . . . . . . . . 1--17
Aslì Çakìr and   
            Hatice Akkoç   Examining socio-mathematical norms
                                  related to problem posing: a cas