Last update:
Thu Apr 25 07:38:48 MDT 2024
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 case of a
gifted and talented mathematics
classroom . . . . . . . . . . . . . . . 19--34
Michael Meyer and
Susanne Schnell What counts as a ``good'' argument in
school?--- how teachers grade students'
mathematical arguments . . . . . . . . . 35--51
Stéphane Clivaz and
Takeshi Miyakawa The effects of culture on mathematics
lessons: an international comparative
study of a collaboratively designed
lesson . . . . . . . . . . . . . . . . . 53--70
Justin K. Dimmel and
Patricio G. Herbst Proof transcription in high school
geometry: a study of what teachers
recognize as normative when students
present proofs at the board . . . . . . 71--89
Barbara Ott Learner-generated graphic
representations for word problems: an
intervention and evaluation study in
grade 3 . . . . . . . . . . . . . . . . 91--113
Juhaina Awawdeh Shahbari and
Michal Tabach Features of modeling processes that
elicit mathematical models represented
at different semiotic registers . . . . 115--135
Peter M. G. M. Kop and
Fred J. J. M. Janssen and
Jan H. van Driel The relation between graphing formulas
by hand and students' symbol sense . . . 137--161
Vahid Borji and
Rafael Martínez-Planell On students' understanding of implicit
differentiation based on APOS theory . . 163--179
Ben Davies and
Lara Alcock and
Ian Jones Comparative judgement, proof summaries
and proof comprehension . . . . . . . . 181--197
Michael Liebendörfer and
Stanislaw Schukajlow Quality matters: how reflecting on the
utility value of mathematics affects
future teachers' interest . . . . . . . 199--218
Felicia Jaremus and
Jennifer Gore and
Leanne Fray Girls are still being `counted out':
teacher expectations of high-level
mathematics students . . . . . . . . . . 219--236
Alberto Arnal-Bailera and
Antonio M. Oller-Marcén Prospective secondary mathematics
teachers read Clairaut: professional
knowledge and original sources . . . . . 237--259
Constantinos Xenofontos and
Paul Andrews The discursive construction of
mathematics teacher self-efficacy . . . 261--283
Kristín Bjarnadóttir Correction to: Book Review: Approaching
the core of the modern mathematics
movement. Dirk De Bock and Geert
Vanpaemel (2019) Rods, sets and arrows
--- the rise and fall of modern
mathematics in Belgium . . . . . . . . . 285--285
Jinfa Cai and
Roza Leikin Affect in mathematical problem posing:
conceptualization, advances, and future
directions for research . . . . . . . . 287--301
Maike Schindler and
Arthur Bakker Affective field during collaborative
problem posing and problem solving: a
case study . . . . . . . . . . . . . . . 303--324
Xinlian Li and
Naiqing Song and
Jinfa Cai Learning to teach mathematics through
problem posing: teachers' beliefs and
performance on problem posing . . . . . 325--347
Sigal Klein and
Roza Leikin Opening mathematical problems for posing
open mathematical tasks: what do
teachers do and feel? . . . . . . . . . 349--365
Meng Guo and
Frederick K. S. Leung and
Xiang Hu Affective determinants of mathematical
problem posing: the case of Chinese Miao
students . . . . . . . . . . . . . . . . 367--387
Igor' Kontorovich Problem-posing triggers or where do
mathematics competition problems come
from? . . . . . . . . . . . . . . . . . 389--406
Qimeng Liu and
Jian Liu and
Zhikun Zhang The relationship between domain- and
task-specific self-efficacy and
mathematical problem posing: a
large-scale study of eighth-grade
students in China . . . . . . . . . . . 407--431
Asl\i Çak\i r and
Hatice Akkoç Correction to: Examining
socio-mathematical norms related to
problem posing: a case of a gifted and
talented mathematics classroom . . . . . 433--433
Lorna Headrick and
Adi Wiezel and
Amanda Jansen Engagement and affect patterns in high
school mathematics classrooms that
exhibit spontaneous problem posing: an
exploratory framework and study . . . . 435--456
Ali Bicer and
Yujin Lee and
Robert M. Capraro Considering mathematical creative
self-efficacy with problem posing as a
measure of mathematical creativity . . . 457--485
Cristian Voica and
Florence Mihaela Singer and
Emil Stan How are motivation and self-efficacy
interacting in problem-solving and
problem-posing? . . . . . . . . . . . . 487--517
Arthur Bakker and
David Wagner Editorial . . . . . . . . . . . . . . . 1--3
Martin Chvál and
Na\vda Vondrová and
Jarmila Novotná Using large-scale data to determine
pupils' strategies and errors in missing
value number equations . . . . . . . . . 5--24
Xiaoli Lu and
Frederick Koon Shing Leung and
Na Li Teacher agency for integrating history
into teaching mathematics in a
performance-driven context: a case study
of a beginning teacher in China . . . . 25--44
Alison Barnes Enjoyment in learning mathematics: its
role as a potential barrier to
children's perseverance in mathematical
reasoning . . . . . . . . . . . . . . . 45--63
Oihana Moreno-Arotzena and
Ion Pombar-Hospitaler and
José Ignacio Barragués University student understanding of the
gradient of a function of two variables:
an approach from the perspective of the
theory of semiotic representation
registers . . . . . . . . . . . . . . . 65--89
Karina J. Wilkie Seeing quadratics in a new light:
secondary mathematics pre-service
teachers' creation of figural growing
patterns . . . . . . . . . . . . . . . . 91--116
Benjamin Rott Inductive and deductive justification of
knowledge: epistemological beliefs and
critical thinking at the beginning of
studying mathematics . . . . . . . . . . 117--132
Muhammed Fatih Dogan and
Caro Williams-Pierce The role of generic examples in
teachers' proving activities . . . . . . 133--150
Karen Zwanch and
Jesse L. M. Wilkins Releasing the conceptual spring to
construct multiplicative reasoning . . . 151--170
Yvette Solomon and
Susan Hough and
Stephen Gough The role of appropriation in guided
reinvention: establishing and preserving
devolved authority with low-attaining
students . . . . . . . . . . . . . . . . 171--188
Da Yang Tan and
Eng Guan Tay and
Paul M. E. Shutler Hands, Head and Heart (3H) framework for
curriculum review: emergence and nesting
phenomena . . . . . . . . . . . . . . . 189--210
Daniel L. Reinholz and
Mary E. Pilgrim Student sensemaking of proofs at various
distances: the role of epistemic,
rhetorical, and ontological distance in
the peer review process . . . . . . . . 211--229
Jorine A. Vermeulen and
Anton Béguin and
Theo J. H. M. Eggen Task beliefs and the voluntary use of
the empty number line in third-grade
subtraction and addition . . . . . . . . 231--249
Melania Bernabeu and
Mar Moreno and
Salvador Llinares Primary school students' understanding
of polygons and the relationships
between polygons . . . . . . . . . . . . 251--270
Alain Kuzniak and
Assia Nechache On forms of geometric work: a study with
pre-service teachers based on the theory
of Mathematical Working Spaces . . . . . 271--289
Anna Baccaglini-Frank To tell a story, you need a protagonist:
how dynamic interactive mediators can
fulfill this role and foster explorative
participation to mathematical discourse 291--312
Michael N. Fried Book Review: \booktitleÉcole
polytechnique and descriptive geometry:
STEM before STEM. Évelyne Barbin, Marta
Menghini, & Klaus Volkert (Eds.). (2019)
Descriptive geometry, the spread of a
polytechnic art: the legacy of Gaspard
Monge . . . . . . . . . . . . . . . . . 313--321
Linda Venenciano and
Elena Polotskaia and
Luis Radford An introduction to multiple perspectives
on Davydov's approach in the XXI century 323--326
Luis Radford Davydov's concept of the concept and its
dialectical materialist background . . . 327--342
Viktor Freiman and
Olga O. Fellus Closing the gap on the map: Davydov's
contribution to current early algebra
discourse in light of the 1960s Soviet
debates over word-problem solving . . . 343--361
Helena Eriksson and
Inger Eriksson Learning actions indicating algebraic
thinking in multilingual classrooms . . 363--378
Maria Mellone and
Alessandro Ramploud and
Gemma Carotenuto An experience of cultural transposition
of the El'konin--Davydov curriculum . . 379--396
Hamsa Venkat and
Mike Askew and
Samantha Morrison Shape-shifting Davydov's ideas for early
number learning in South Africa . . . . 397--412
Linda C. H. Venenciano and
Seanyelle L. Yagi and
Fay K. Zenigami The development of relational thinking:
a study of Measure Up first-grade
students' thinking and their symbolic
understandings . . . . . . . . . . . . . 413--428
Elena Vysotskaya and
Anastasia Lobanova and
Maria Yanishevskaya The challenge of proportion: does it
require rethinking of the measurement
paradigm? . . . . . . . . . . . . . . . 429--446
Elena Polotskaia and
Annie Savard Some multiplicative structures in
elementary education: a view from
relational paradigm . . . . . . . . . . 447--469
Alf Coles Commentary on a special issue: Davydov's
approach in the XXI century . . . . . . 471--478
Rachel Bachman A tribute to Dr. Jean Schmittau
(1937--2015) . . . . . . . . . . . . . . 479--483
Arthur Bakker and
Jinfa Cai and
Linda Zenger Future themes of mathematics education
research: an international survey before
and during the pandemic . . . . . . . . 1--24
Ofer Marmur and
Rina Zazkis Irrational gap: sensemaking trajectories
of irrational exponents . . . . . . . . 25--48
Yasemin Copur-Gencturk and
Tenzin Doleck Strategic competence for multistep
fraction word problems: an overlooked
aspect of mathematical knowledge for
teaching . . . . . . . . . . . . . . . . 49--70
Zehavit Kohen and
Doron Orenstein Mathematical modeling of tech-related
real-world problems for secondary
school-level mathematics . . . . . . . . 71--91
Elien Vanluydt and
Nore Wijns and
Wim Van Dooren Early childhood mathematical
development: the association between
patterning and proportional reasoning 93--110
Noah Morris Learning probability in the Kingdom of
Tonga: the influence of language and
culture . . . . . . . . . . . . . . . . 111--134
Pernille Ladegaard Pedersen and
Mette Bjerre Two conceptions of fraction equivalence 135--157
Tracy E. Dobie and
Bruce Sherin The language of mathematics teaching: a
text mining approach to explore the
zeitgeist of US mathematics education 159--188
Johannes König and
Sigrid Blömeke and
Gabriele Kaiser The links between pedagogical
competence, instructional quality, and
mathematics achievement in the lower
secondary classroom . . . . . . . . . . 189--212
Igor' Kontorovich Minding mathematicians' discourses in
investigations of their feedback on
students' proofs: a case study . . . . . 213--234
Marianne van Dijke-Droogers and
Paul Drijvers and
Arthur Bakker Statistical modeling processes through
the lens of instrumental genesis . . . . 235--260
Camilla Björklund and
Ference Marton and
Angelika Kullberg What is to be learnt? Critical aspects
of elementary arithmetic skills . . . . 261--284
Eva Thanheiser and
Kathleen Melhuish and
Ruth Heaton Networking frameworks: a method for
analyzing the complexities of classroom
cultures focusing on justifying . . . . 285--314
Clarence Ng Self-schematic students in mathematics
and their contrasting coping responses
to mathematical challenges: a cluster
analytic investigation . . . . . . . . . 315--338
José Manuel Diego-Mantecón and
Elena Haro and
Avenilde Romo-Vázquez The chimera of the competency-based
approach to teaching mathematics: a
study of carpentry purchases for home
projects . . . . . . . . . . . . . . . . 339--357
Cristina Ayala-Altamirano and
Marta Molina Fourth-graders' justifications in early
algebra tasks involving a functional
relationship . . . . . . . . . . . . . . 359--382
Laurie H. Rubel and
Andrea V. McCloskey Contextualization of mathematics: which
and whose world? . . . . . . . . . . . . 383--404
Frederick K. S. Leung Jewish culture, Chinese culture, and
mathematics education . . . . . . . . . 405--423
Paul Drijvers and
Hanneke Kodde-Buitenhuis and
Michiel Doorman Correction to: Assessing mathematical
thinking as part of curriculum reform in
the Netherlands . . . . . . . . . . . . 425--425
Xingfeng Huang and
Rongjin Huang and
Marianna Bosch Analyzing a teacher's learning through
cross-cultural collaboration: a
praxeological perspective of
mathematical knowledge for teaching . . 427--446
Anna Shvarts and
Rosa Alberto and
Paul Drijvers Embodied instrumentation in learning
mathematics as the genesis of a
body-artifact functional system . . . . 447--469
David Kollosche Styles of reasoning for mathematics
education . . . . . . . . . . . . . . . 471--486
Catherine Sara Harries and
Julia Hilary Botha Examining the role of contextual factors
in dosage calculation . . . . . . . . . 487--502
Benjamin Shongwe Learners' beliefs about the functions of
proof: building an argument for validity 503--523
Yasemin Copur-Gencturk Teachers' conceptual understanding of
fraction operations: results from a
national sample of elementary school
teachers . . . . . . . . . . . . . . . . 525--545
Clarence Ng Subject choice and perezhivanie in
mathematics: a longitudinal case study 547--563
Marie Sjöblom and
Tamsin Meaney ``I am part of the group, the others
listen to me'': theorising productive
listening in mathematical group work . . 565--581
Paulina Perez Mejias and
Dora Elias McAllister and
Javiera Ravest A longitudinal study of the gender gap
in mathematics achievement: evidence
from Chile . . . . . . . . . . . . . . . 583--605
Fardowsa M. Mahdi Book Review: A direct link between the
language of mathematics and teacher
preparation programs. Patrick M. Jenlink
(Ed.) (2020) \booktitleThe language of
mathematics: how the teacher's knowledge
of mathematics affects instruction,
Rowman & Littlefield Publishers. 230
pages. Hardcover: 978-1-4758-5479-4
\$70.00 US. Paperback: 978-1-4758-5480-0
\$35.00 US. eBook: 978-1-4758-5481-7
\$33.00 US} . . . . . . . . . . . . . . 607--611
Fardowsa M. Mahdi Correction to: Book Review: A direct
link between the language of mathematics
and teacher preparation programs.
Patrick M. Jenlink (Ed.) (2020)
\booktitleThe language of mathematics:
how the teacher's knowledge of
mathematics affects instruction . . . . 613--613
Man Ching Esther Chan and
Cristina Sabena and
David Wagner Mathematics education in a time of
crisis --- a viral pandemic . . . . . . 1--13
Giovanna Albano and
Samuele Antonini and
Anna Pierri ``Tell me about'': a logbook of
teachers' changes from face-to-face to
distance mathematics education . . . . . 15--34
Paul Drijvers and
Daniel Thurm and
Michiel Doorman Distance mathematics teaching in
Flanders, Germany, and The Netherlands
during COVID-19 lockdown . . . . . . . . 35--64
Zhiyong Xie and
Leifeng Xiao and
Jian Liu Micro classes as a primary school-level
mathematics education response to
COVID-19 pandemic in China: students'
degree of approval and perception of
digital equity . . . . . . . . . . . . . 65--85
Christina M. Krause and
Pietro Di Martino and
Judit N. Moschkovich Tales from three countries: reflections
during COVID-19 for mathematical
education in the future . . . . . . . . 87--104
Katalin Gosztonyi How history of mathematics can help to
face a crisis situation: the case of the
polemic between Bernoulli and d'Alembert
about the smallpox epidemic . . . . . . 105--122
Ryan Ziols and
Kathryn L. Kirchgasler Health and pathology: a brief history of
the biopolitics of US mathematics
education . . . . . . . . . . . . . . . 123--142
Wes Maciejewski Teaching math in real time . . . . . . . 143--159
Sigal-Hava Rotem and
Michal Ayalon Exploring Israeli high school graduates'
explanations for the spread of the
coronavirus . . . . . . . . . . . . . . 161--181
Oh Nam Kwon and
Chaereen Han and
Gangwon Yoon Graphs in the COVID-19 news: a
mathematics audit of newspapers in Korea 183--200
Einat Heyd-Metzuyanim and
Aviv J. Sharon and
Ayelet Baram-Tsabari Mathematical media literacy in the
COVID-19 pandemic and its relation to
school mathematics education . . . . . . 201--225
Mario Sánchez Aguilar and
Apolo Castaneda What mathematical competencies does a
citizen needs to interpret Mexico's
official information about the COVID-19
pandemic? . . . . . . . . . . . . . . . 227--248
Laurie H. Rubel and
Cynthia Nicol and
Anna Chronaki A critical mathematics perspective on
reading data visualizations: reimagining
through reformatting, reframing, and
renarrating . . . . . . . . . . . . . . 249--268
Alexandre Sousa da Silva and
Maria Tereza Serrano Barbosa and
Marcos Nascimento Magalhães The COVID-19 epidemic in Brazil: how
statistics education may contribute to
unravel the reality behind the charts 269--289
Luis Miguel Maraví Zavaleta Emergent curriculum in basic education
for the new normality in Peru:
orientations proposed from mathematics
education . . . . . . . . . . . . . . . 291--305
Zuhal Y\i lmaz and
Hande Gülba\ugc\i Dede and
Selin Y\i ld\i z Nielsen Are we all in this together?:
mathematics teachers' perspectives on
equity in remote instruction during
pandemic . . . . . . . . . . . . . . . . 307--331
Lou E. Matthews and
Naomi A. Jessup and
Ruthmae Sears Looking for ``us'': power reimagined in
mathematics learning for Black
communities in the pandemic . . . . . . 333--350
Piata Allen and
Tony Trinick Agency-structure dynamics in an
indigenous mathematics education
community in times of an existential
crisis in education . . . . . . . . . . 351--368
Ole Skovsmose Mathematics and crises . . . . . . . . . 369--383
Marcelo C. Borba The future of mathematics education
since COVID-19: humans-with-media or
humans-with-non-living-things . . . . . 385--400
David Kollosche and
Wolfram Meyerhöfer COVID-19, mathematics education, and the
evaluation of expert knowledge . . . . . 401--417
Vilma Mesa and
Arthur Bakker and
Wim Van Dooren Writing reviews: perspectives from the
editors of \booktitleEducational Studies
in Mathematics . . . . . . . . . . . . . 419--428
Guangming Wang and
Sheng Zhang and
Jinfa Cai How are parental expectations related to
students' beliefs and their perceived
achievement? . . . . . . . . . . . . . . 429--450
Meghan Shaughnessy and
Nicole M. Garcia and
Deborah Loewenberg Ball Formatively assessing prospective
teachers' skills in leading mathematics
discussions . . . . . . . . . . . . . . 451--472
Helena Eriksson and
Lovisa Sumpter Algebraic and fractional thinking in
collective mathematical reasoning . . . 473--491
Yasuhiro Sekiguchi Activity systems analysis of classroom
teaching and learning of mathematics: a
case study of Japanese secondary schools 493--511
Michelle Stephan and
Jordan Register and
David Pugalee People use math as a weapon: critical
mathematics consciousness in the time of
COVID-19 . . . . . . . . . . . . . . . . 513--532
Roar B. Stovner and
Kirsti Klette and
Guri A. Nortvedt The instructional situations in which
mathematics teachers provide substantive
feedback . . . . . . . . . . . . . . . . 533--551
Omar Abu-Ghalyoun Pre-service teachers' difficulties in
reasoning about sampling variability . . 553--577
Eva Jablonka and
Christer Bergsten Numbers don't speak for themselves:
strategies of using numbers in public
policy discourse . . . . . . . . . . . . 579--596
David Wagner and
Susanne Prediger Editorial . . . . . . . . . . . . . . . 1--4
Esther S. Levenson and
Ruthi Barkai and
Pessia Tsamir Exploring adults' awareness of and
suggestions for early childhood
numerical activities . . . . . . . . . . 5--21
Paul Andrews and
Jöran Petersson and
Judy Sayers A methodological critique of research on
parent-initiated mathematics activities
and young children's attainment . . . . 23--40
Daniel Thurm and
Bärbel Barzel Teaching mathematics with technology: a
multidimensional analysis of teacher
beliefs . . . . . . . . . . . . . . . . 41--63
Zandra de Araujo and
Erin Smith Examining English language learners'
learning needs through the lens of
algebra curriculum materials . . . . . . 65--87
Anselm R. Strohmaier and
Frank Reinhold and
Kristina Reiss Different complex word problems require
different combinations of cognitive
skills . . . . . . . . . . . . . . . . . 89--114
Juuso Henrik Nieminen and
Man Ching Esther Chan and
David Clarke What affordances do open-ended real-life
tasks offer for sharing student agency
in collaborative problem-solving? . . . 115--136
Jesse L. M. Wilkins and
Beth L. MacDonald and
Anderson Norton Construction of subitized units is
related to the construction of
arithmetic units . . . . . . . . . . . . 137--154
Jeffery Quaye and
David Pomeroy Social class inequalities in attitudes
towards mathematics and achievement in
mathematics cross generations: a
quantitative Bourdieusian analysis . . . 155--175
Amy J. Hackenberg and
Serife Sevinc A boundary of the second multiplicative
concept: the case of Milo . . . . . . . 177--193
Micah Stohlmann Book Review: \booktitleGrowing the
research base for mathematical modeling
with young learners. Jennifer Suh, Megan
Wickstrom, & Lyn English (Eds.) (2021)
\booktitleExploring mathematical
modeling with young learners . . . . . . 195--201
Igor' Kontorovich Correction to: Minding mathematicians'
discourses in investigations of their
feedback on students' proofs: a case
study . . . . . . . . . . . . . . . . . 203--204
Mustafa Cevikbas and
Gabriele Kaiser and
Stanislaw Schukajlow A systematic literature review of the
current discussion on mathematical
modelling competencies: state-of-the-art
developments in conceptualizing,
measuring, and fostering . . . . . . . . 205--236
Corey Brady and
Hyunyi Jung Modeling presentations: toward an
assessment of emerging classroom
cultures of modeling . . . . . . . . . . 237--261
Alina Alwast and
Katrin Vorhölter Measuring pre-service teachers' noticing
competencies within a mathematical
modeling context --- an analysis of an
instrument . . . . . . . . . . . . . . . 263--285
Xiaoli Lu and
Gabriele Kaiser Creativity in students' modelling
competencies: conceptualisation and
measurement . . . . . . . . . . . . . . 287--311
Vince Geiger and
Peter Galbraith and
Catherine Delzoppo Developing a task design and
implementation framework for fostering
mathematical modelling competencies . . 313--336
Janina Krawitz and
Yu-Ping Chang and
Stanislaw Schukajlow The role of reading comprehension in
mathematical modelling: improving the
construction of a real-world model and
interest in Germany and Taiwan . . . . . 337--359
Rina Durandt and
Werner Blum and
Alfred Lindl Fostering mathematical modelling
competency of South African engineering
students: which influence does the
teaching design have? . . . . . . . . . 361--381
Gilbert Greefrath and
Hans-Stefan Siller and
Raphael Wess Pre-service secondary teachers'
pedagogical content knowledge for the
teaching of mathematical modelling . . . 383--407
Xinrong Yang and
Björn Schwarz and
Issic K. C. Leung Pre-service mathematics teachers'
professional modeling competencies: a
comparative study between Germany,
Mainland China, and Hong Kong . . . . . 409--429
Jinfa Cai and
Raymond LaRochelle and
Gabriele Kaiser Expert and preservice secondary
teachers' competencies for noticing
student thinking about modelling . . . . 431--453
Peter Frejd and
Pauline Vos A commentary on the Special Issue
``Innovations in measuring and fostering
mathematical modelling competencies'' 455--468
Esther S. Levenson Exploring the relationship between
teachers' values and their choice of
tasks: the case of occasioning
mathematical creativity . . . . . . . . 469--489
Colin Foster and
Simon Woodhead and
Alison Clark-Wilson School students' confidence when
answering diagnostic questions online 491--521
Luis J. Rodríguez-Muñiz and
Álvaro Aguilar-González and
Laura Muñiz-Rodríguez Undergraduates' conceptions of
mathematics teaching and learning: an
empirical study . . . . . . . . . . . . 523--547
Tamsin Meaney and
A. B. Fyhn and
S. R. W. Graham Unfettering discussions about social
justice: the role of conversational
prompts in discussions about mathematics
education for Indigenous students . . . 549--565
Kotaro Komatsu and
Keith Jones Generating mathematical knowledge in the
classroom through proof, refutation, and
abductive reasoning . . . . . . . . . . 567--591
Encarnación Castro and
María C. Cañadas and
Susana Rodríguez-Domingo Difficulties in semantically congruent
translation of verbally and symbolically
represented algebraic statements . . . . 593--609
Serife Sevinc Toward a reconceptualization of model
development from models-and-modeling
perspective in mathematics education . . 611--638
Marit Hvalsòe Schou and
Angelika Bikner-Ahsbahs Unpacking hidden views: seven ways to
treat your formula . . . . . . . . . . . 639--659
K. Chapman ``Wait --- it's a math problem,
right?'': negotiating school frames in
out-of-school places . . . . . . . . . . 661--676
Anna Shvarts Book Review: Transforming mathematics
education: from embodied experiences to
an ethical commitment. Luis Radford
(2021) \booktitleThe theory of
objectification: a Vygotskian
perspective on knowing and becoming in
mathematics teaching and learning,
Brill. xvi, 259 pages. Hardcover: ISBN:
978-90-04-45965-6, EUR 130.00.
Paperback: ISBN: 978-90-04-45964-9, EUR
60.00. eBook (PDF): ISBN:
978-90-04-45966-3, EUR 130.00 . . . . . 677--686
Patricio Herbst and
Mollee Shultz and
Amanda Milewski How can teaching simulations help us
study at scale the tensions mathematics
teachers have to manage when considering
policy recommendations? . . . . . . . . 1--21
Michal Ayalon and
Karina J. Wilkie and
Katrin Hajjar Eid Relating students' emotions during
argumentative discourse to their
learning of real-life functional
situations . . . . . . . . . . . . . . . 23--48
D. A. Agterberg and
R. J. Oostdam and
F. J. J. M. Janssen From speck to story: relating history of
mathematics to the cognitive demand
level of tasks . . . . . . . . . . . . . 49--64
Domenico Brunetto and
Giulia Bernardi and
Peter Liljedahl Teaching as a system: COVID-19 as a lens
into teacher change . . . . . . . . . . 65--81
Porat Popper and
Michal Yerushalmy Online example-based assessment as a
resource for teaching about
quadrilaterals . . . . . . . . . . . . . 83--100
Tomi Kärki and
Jake McMullen and
Erno Lehtinen Improving rational number knowledge
using the NanoRoboMath digital game . . 101--123
Der Ching Yang and
Iwan Andi Jonri Sianturi and
Natthapoj Vincent Trakulphadetkrai Taiwanese primary school teachers'
perceived enablers for and barriers to
the integration of children's literature
in mathematics teaching and learning . . 125--148
Yasmine Abtahi What if I was harmful? Reflecting on the
ethical tensions associated with
teaching the dominant mathematics . . . 149--165
Antonnette M. Gibbs and
Joo Young Park Unboxing mathematics: creating a culture
of modeling as critic . . . . . . . . . 167--192
Julien Corven Book Review: Foundations for the next
era of elementary mathematics teacher
education. Yiping Li, Roger E. Howe, W.
James Lewis, and James J. Madden (Eds.)
(2021) \booktitleDeveloping mathematical
proficiency for elementary instruction.
Springer International Publishing
https://www.springer.com/gp/book/9783030689551 xvii + 298 pages. Hardcover: ISBN 978-3-030-68955-1 \$149.99US. eBook: ISBN 978-3-030-68956-8 \$109.99US 193--203
Anton Bastian and
Gabriele Kaiser and
Johannes König Teacher noticing and its growth toward
expertise: an expert--novice comparison
with pre-service and in-service
secondary mathematics teachers . . . . . 205--232
Nicole Maher and
Tracey Muir and
Helen Chick Analysing senior secondary mathematics
teaching using the Knowledge Quartet . . 233--249
Lukas Baumanns and
Benjamin Rott The process of problem posing:
development of a descriptive phase model
of problem posing . . . . . . . . . . . 251--269
Carla Finesilver Beyond categories: dynamic qualitative
analysis of visuospatial representation
in arithmetic . . . . . . . . . . . . . 271--290
Alexander Schüler-Meyer How transition students relearn school
mathematics to construct multiply
quantified statements . . . . . . . . . 291--311
Svanhild Breive Abstraction and embodiment: exploring
the process of grasping a general . . . 313--329
Meghna Nag Chowdhuri Exploring modes of engagement within
reform-oriented primary mathematics
textbooks in India . . . . . . . . . . . 331--351
Ghislaine Gueudet and
Chantal Buteau and
Marisol Santacruz Rodriguez Development and evolution of
instrumented schemes: a case study of
learning programming for mathematical
investigations . . . . . . . . . . . . . 353--377
Ulfah Samrotul Fuadah and
Yovika Sukma and
Fikri Yanda Book Review: A review of the book by
Liping Ma (2020) \booktitleKnowing and
teaching elementary mathematics:
teachers' understanding of fundamental
mathematics in China and the United
States (3rd ed.) . . . . . . . . . . . . 379--391
Elien Vanluydt and
Lieven Verschaffel and
Wim Van Dooren The role of relational preference in
word-problem solving in 6- to
7-year-olds . . . . . . . . . . . . . . 393--411
Teo Paoletti and
Allison L. Gantt and
Madhavi Vishnubhotla Constructing a system of covariational
relationships: two contrasting cases . . 413--433
Lars Jenßen and
Regina Möller and
Bettina Roesken-Winter Pre-service primary teachers' shame
experiences during their schooling time:
characteristics and effects on their
subject-choices at university . . . . . 435--455
Sheree T. Sharpe and
Dalton D. Marsh A systematic review of factors
associated with high schoolers' algebra
achievement according to HSLS:09 results 457--480
V. Rani Satyam and
Younggon Bae and
Mariana Levin Affect graphing: leveraging graphical
representations in the study of
students' affect in mathematics . . . . 481--501
Chris Kooloos and
Helma Oolbekkink-Marchand and
Gert Heckman Making sense of student mathematical
thinking: the role of teacher
mathematical thinking . . . . . . . . . 503--524
Camilla Björklund and
Hanna Palmér Teaching toddlers the meaning of numbers
--- connecting modes of mathematical
representations in book reading . . . . 525--544
Mehtap Kus and
Erdinc Cakiroglu Mathematics in the informal setting of
an art studio: students' visuospatial
thinking processes in a studio
thinking-based environment . . . . . . . 545--571
Michal Tabach Book Review: A fruitful resource
emerging from collaboration within an
ERME topic conference. Alison
Clark-Wilson, Ana Donevska-Todorova,
Eleonora Faggiano, Jana Trgalová and
Hans-Georg Weigand (Eds.) (2021)
\booktitleMathematics education in the
digital age: learning, practice and
theory . . . . . . . . . . . . . . . . . 573--580
Susanne Prediger and
David Wagner Editorial: Single-blind or double-blind
review processes? . . . . . . . . . . . 1--3
Iddo Gal and
Vince Geiger Welcome to the era of vague news: a
study of the demands of statistical and
mathematical products in the COVID-19
pandemic media . . . . . . . . . . . . . 5--28
Björn B. de Koning and
Anton J. H. Boonen and
Menno van der Schoot Model method drawing acts as a
double-edged sword for solving
inconsistent word problems . . . . . . . 29--45
Daniela Götz and
Hedwig Gasteiger Reflecting geometrical shapes:
approaches of primary students to
reflection tasks and relations to
typical error patterns . . . . . . . . . 47--71
Keith Weber and
Fenner Stanley Tanswell Instructions and recipes in mathematical
proofs . . . . . . . . . . . . . . . . . 73--87
Rachel Lambert and
Edmund Harriss Insider accounts of dyslexia from
research mathematicians . . . . . . . . 89--107
Rachel Rupnow and
Peter Sassman Sameness in algebra: views of
isomorphism and homomorphism . . . . . . 109--126
Gili Gal Nagar and
Stephen Hegedus and
Chandra Hawley Orrill High school mathematics teachers'
discernment of invariant properties in a
dynamic geometry environment . . . . . . 127--145
Aisling Leavy and
Mairéad Hourigan The Framework for Posing Elementary
Mathematics Problems (F-PosE):
Supporting Teachers to Evaluate and
Select Problems for Use in Elementary
Mathematics . . . . . . . . . . . . . . 147--176
Chunlian Jiang and
Jinfa Cai Book Review: Seeing algebra in
arithmetic in cross-cultural contexts.
Meixia Ding (2021) \booktitleTeaching
early algebra through example-based
problem solving: Insights from Chinese
and US elementary classrooms . . . . . . 177--184
Arthur J. Baroody and
Menglung Lai The development and assessment of
counting-based cardinal number concepts 185--205
Jodie Hunter and
Roberta Hunter and
Generosa Leach Bringing the home into school: learning
and connecting through mathematics
education during the time of a pandemic 207--224
Leigh A. van den Kieboom and
Sally V. Groleau Pre-service teacher planning for
differentiation of instruction in
mathematics classrooms . . . . . . . . . 225--252
Thorsten Scheiner and
Juan D. Godino and
Nuria Climent On metaphors in thinking about preparing
mathematics for teaching . . . . . . . . 253--270
Nadav Marco and
Alik Palatnik and
Baruch B. Schwarz When is less more? Investigating
gap-filling in proofs without words
activities . . . . . . . . . . . . . . . 271--297
Jennifer A. Czocher and
Hamilton L. Hardison and
Sindura S. Kularajan A bridging study analyzing mathematical
model construction through a
quantities-oriented lens . . . . . . . . 299--321
Annica Andersson and
Ulrika Ryan and
David Wagner Storylines in public news media about
mathematics education and minoritized
students . . . . . . . . . . . . . . . . 323--343
Yuling Zhuang and
AnnaMarie Conner Teachers' use of rational questioning
strategies to promote student
participation in collective
argumentation . . . . . . . . . . . . . 345--365
Fulvia Furinghetti Book Review: A common ground of
mathematics and mathematics education
for the classroom and for researchers.
Erich Christian Wittmann (2021)
\booktitleConnecting mathematics and
mathematics education. Collected papers
on mathematics education as a design
science . . . . . . . . . . . . . . . . 367--374
Santiago Vicente and
Lieven Verschaffel and
David Múñez Arithmetic word problem solving.
Analysis of Singaporean and Spanish
textbooks . . . . . . . . . . . . . . . 375--397
Alexandra Tondorf and
Susanne Prediger Connecting characterizations of
equivalence of expressions: design
research in Grade 5 by bridging
graphical and symbolic representations 399--422
Nicholas H. Wasserman Unpacking foreshadowing in mathematics
teachers' planned practices . . . . . . 423--443
Tanya Evans and
Juan Pablo Mejía-Ramos and
Matthew Inglis Do mathematicians and undergraduates
agree about explanation quality? . . . . 445--467
Sara Bagossi and
Federica Ferretti and
Ferdinando Arzarello Assessing covariation as a form of
conceptual understanding through
comparative judgement . . . . . . . . . 469--492
Aehsan Haj-Yahya Using theoretical and empirical
background information to affect
noticing of geometrical thinking . . . . 493--513
Karin E. S. Street and
Lars-Erik Malmberg and
Gabriel J. Stylianides Changes in students' self-efficacy when
learning a new topic in mathematics: a
micro-longitudinal study . . . . . . . . 515--541
Vince Geiger and
Catherine Delzoppo and
Rudolf Straesser Supporting English non-dominant language
authors' efforts to publish:
perspectives from the editors-in-chief
of highly recognised journals in
Mathematics Education . . . . . . . . . 543--565
Daniel I. Chazan Book Review: Luc Trouche, Ghislaine
Gueudet, & Birgit Pepin (Eds.) (2019)
\booktitleThe `resource' approach to
mathematics education . . . . . . . . . 567--572
David Wagner and
Susanne Prediger Editorial . . . . . . . . . . . . . . . 1--2
Anne-Sophie Supply and
Nore Wijns and
Wim Van Dooren and
Patrick Onghena It is probably a pattern: does
spontaneous focusing on regularities in
preschool predict reasoning about
randomness four years later? . . . . . . 3--24
Laura Bofferding and
Mahtob Aqazade ``Where does the square go?'':
reinterpreting shapes when solving a
tangram puzzle . . . . . . . . . . . . . 25--47
Iben Maj Christiansen and
Claudia Corriveau and
Kerstin Pettersson Hybrids between rituals and explorative
routines: opportunities to learn through
guided and recreated exploration . . . . 49--72
Saeid Haghjoo and
Farzad Radmehr and
Ebrahim Reyhani Analyzing the written discourse in
calculus textbooks over 42 years: the
case of primary objects, concrete
discursive objects, and a realization
tree of the derivative at a point . . . 73--102
Xingfeng Huang and
Rongjin Huang and
Luc Trouche Teachers' learning from addressing the
challenges of online teaching in a time
of pandemic: a case in Shanghai . . . . 103--121
Keith Weber and
Timothy Fukawa-Connelly What mathematicians learn from attending
other mathematicians' lectures . . . . . 123--139
Giulia Bini and
Angelika Bikner-Ahsbahs and
Ornella Robutti ``How to meme it'': reverse engineering
the creative process of mathematical
Internet memes . . . . . . . . . . . . . 141--174
Selin Urhan and
Ali Bülbül Habermas' construct of rationality in
the analysis of the mathematical
problem-solving process . . . . . . . . 175--197
Firdous Ahmad Mala Book Review: Stacy A. Costa, Marcel
Danesi, Dragana Martinovic (Eds.) (2020)
\booktitleMathematics (education) in the
information age . . . . . . . . . . . . 199--205
Pessia Tsamir and
Dina Tirosh \em Mis-in and \em mis-out concept
images: the case of even numbers . . . . 207--224
Jean-Baptiste Lagrange and
Dominique Laval Connecting algorithmics to mathematics
learning: a design study of the
intermediate value theorem and the
bisection algorithm . . . . . . . . . . 225--245
Gil Schwarts and
Avital Elbaum-Cohen and
Birte Pöhler and
Susanne Prediger and
Abraham Arcavi and
Ronnie Karsenty The servants of two discourses: how
novice facilitators draw on their
mathematics teaching experience . . . . 247--266
Shimeng Liu and
Miwa Aoki Takeuchi Embodied mathematical pedagogy to
liberate racialized and multilingual
bodies . . . . . . . . . . . . . . . . . 267--287
Stephen J. Hegedus and
Yenny Otálora Mathematical strategies and emergence of
socially mediated metacognition within a
multi-touch Dynamic Geometry Environment 289--307
Jonas Dreyòe Herfort and
Andreas Lindenskov Tamborg and
Florian Meier and
Benjamin Brink Allsopp and
Morten Misfeldt Twenty years of research on technology
in mathematics education at CERME: a
literature review based on a data
science approach . . . . . . . . . . . . 309--336
Juuso Henrik Nieminen and
Anette Bagger and
Julie Allan Discourses of risk and hope in research
on mathematical learning difficulties 337--357
Sebastian Geisler and
Stefanie Rach and
Katrin Rolka The relation between attitudes towards
mathematics and dropout from university
mathematics --- the mediating role of
satisfaction and achievement . . . . . . 359--381
Marfuah Marfuah and
Rita Novita and
Sri Wulandari Danoebroto Book Review: Supporting mathematics
educators through and towards online
learning. Karen Hollebrands, Robin
Anderson, and Kevin Oliver (Eds). (2021)
\booktitleOnline learning in mathematics
education . . . . . . . . . . . . . . . 383--395
Niusha Modabbernia and
Xiaoheng Yan and
Rina Zazkis When algebra is not enough: a dialogue
on the composition of even and odd
functions . . . . . . . . . . . . . . . 397--414
Friederike Reuter Explorative mathematical argumentation:
a theoretical framework for identifying
and analysing argumentation processes in
early mathematics learning . . . . . . . 415--435
Aisling Leavy and
Annette Hessen Bjerke and
Mairéad Hourigan Prospective primary teachers' efficacy
to teach mathematics: measuring efficacy
beliefs and identifying the factors that
influence them . . . . . . . . . . . . . 437--460
Markus Hähkiöniemi and
John Francisco and
Antti Lehtinen and
Pasi Nieminen and
Salla Pehkonen The interplay between the guidance from
the digital learning environment and the
teacher in supporting folding back . . . 461--479
Leslie Dietiker and
Rashmi Singh and
Meghan Riling and
Hector I. Nieves and
Erin Barno Narrative characteristics of captivating
secondary mathematics lessons . . . . . 481--504
Mimi Park and
Yeon Kim Instructional quality of two beginning
mathematics teachers for three years:
what professional competency makes a
difference? . . . . . . . . . . . . . . 505--529
Timothy H. Lehmann Learning to measure the area of
composite shapes . . . . . . . . . . . . 531--565
Aubrey Kemp and
Draga Vidakovic Students' understanding and development
of the definition of circle in Taxicab
and Euclidean geometries: an APOS
perspective with schema interaction . . 567--588
Firdous Ahmad Mala Book Review: Viviane Durand--Guerrier,
Reinhard Hochmuth, Elena Nardi, & Carl
Winslòw (Eds.) (2021) \booktitleResearch
and development in university
mathematics education . . . . . . . . . 589--595
Pietro Di Martino and
Francesca Gregorio and
Paola Iannone Transition from school into university
mathematics: experiences across
educational contexts . . . . . . . . . . 1--5
Pietro Di Martino and
Francesca Gregorio and
Paola Iannone The transition from school to university
in mathematics education research: new
trends and ideas from a systematic
literature review . . . . . . . . . . . 7--34
Sebastian Geisler and
Katrin Rolka and
Stefanie Rach Development of affect at the transition
to university mathematics and its
relation to dropout --- identifying
related learning situations and deriving
possible support measures . . . . . . . 35--56
Woong Lim and
Hyunkyoung Yoon and
Younggon Bae and
Oh Nam Kwon The development of sociomathematical
norms in the transition to tertiary
exam-oriented individualistic
mathematics education in an East Asian
context . . . . . . . . . . . . . . . . 57--78
Pietro Di Martino and
Francesca Gregorio and
Paola Iannone The transition from school to university
mathematics in different contexts:
affective and sociocultural issues in
students' crisis . . . . . . . . . . . . 79--106
Biyao Liang and
Oi-Lam Ng and
Yip-Cheung Chan Seeing the continuity behind ``double
discontinuity'': investigating Hong Kong
prospective mathematics teachers'
secondary--tertiary transition . . . . . 107--124
Igor' Kontorovich and
Tikva Ovadiya How narratives about the
secondary--tertiary transition shape
undergraduate tutors' sense-making of
their teaching . . . . . . . . . . . . . 125--146
Alon Pinto and
Boris Koichu Diverse perspectives and experiences of
university mathematics teachers on
improving the secondary--tertiary
transition . . . . . . . . . . . . . . . 147--164
Ghislaine Gueudet New insights about the
secondary--tertiary transition in
mathematics . . . . . . . . . . . . . . 165--179
Marios Pittalis and
Paul Drijvers Embodied instrumentation in a dynamic
geometry environment: eleven-year-old
students' dragging schemes . . . . . . . 181--205
Carlos Segura and
Irene Ferrando Pre-service teachers' flexibility and
performance in solving Fermi problems 207--227
Helena Roos Students' voices of inclusion in
mathematics education . . . . . . . . . 229--249
Ana Luisa Gómez-Blancarte and
María Guadalupe Tobías-Lara The integration of undergraduate
students' informal and formal
inferential reasoning . . . . . . . . . 251--269
Vytautas Mie\vzys Cheap plot tricks and plot holes in
mathematical stories . . . . . . . . . . 271--285
Alon Pinto and
Jason Cooper ``This cannot be'' --- refutation
feedback and its potential affordances
for proof comprehension . . . . . . . . 287--306
Simone Jablonski Is it all about the setting? --- A
comparison of mathematical modelling
with real objects and their
representation . . . . . . . . . . . . . 307--330
Lynsey Gibbons and
Suzanne Chapin and
Ziv Feldman and
Rachel Starks Pre-paring for ambitious mathematics
teaching: examining the role of video in
supporting mathematics teacher educators 331--351
Kathleen Nolan and
Constantinos Xenofontos Book Review: With whom am I speaking? A
perspective on audiences. Tony Brown
(2020). \booktitleA contemporary theory
of mathematics education research.
Springer Nature.
https://www.springer.com/gp/book/9783030550998 https://doi.org/10.1007/978-3-030-55100-1 xxi, 151 pages. Hardcover: ISBN 978-3-030-55099-8, 109.99 EUR. Softcover ISBN 978-3-030-55102-5, 109.99 EUR. eBook, ISBN 978-3-030-55100-1, 39,99 EUR 353--363
Tony Brown Book review response. Who wants to know?
Author's response to review of
\booktitleA Contemporary Theory of
Mathematics Education Research . . . . . 365--367
Saeid Haghjoo and
Farzad Radmehr and
Ebrahim Reyhani Correction to: Analyzing the written
discourse in calculus textbooks over 42
years: the case of primary objects,
concrete discursive objects, and a
realization tree of the derivative at a
point . . . . . . . . . . . . . . . . . 369--369
Anne-Sophie Supply and
Elien Vanluydt and
Wim Van Dooren and
Patrick Onghena Out of proportion or out of context?
Comparing 8- to 9-year-olds'
proportional reasoning abilities across
fair-sharing, mixtures, and probability
contexts . . . . . . . . . . . . . . . . 371--388
Rune Herheim On the origin, characteristics, and
usefulness of instrumental and
relational understanding . . . . . . . . 389--404
Tye G. Campbell and
Sheunghyun Yeo Student noticing of collaborative
practices: exploring how college
students notice during small group
interactions in math . . . . . . . . . . 405--423
Amanda Jansen and
Kelly Curtis and
Amanda Mohammad Mirzaei and
Catherine E. Cullicott and
Ethan P. Smith and
James A. Middleton Secondary mathematics teachers'
descriptions of student engagement . . . 425--442
Aarifah Gardee and
Karin Brodie A framework for analysing the
relationships between peer interactions
and learners' mathematical identities:
accounting for personal and social
identities . . . . . . . . . . . . . . . 443--473
Tanya Evans and
Inae Jeong Concept maps as assessment for learning
in university mathematics . . . . . . . 475--498
Kathleen Melhuish and
Lino Guajardo and
Paul C. Dawkins and
Holly Zolt and
Kristen Lew The role of the partitioning and coset
algorithm quotient group partial
meanings in comprehending the First
Isomorphism Theorem and its proof . . . 499--517
Zhihui Chen and
Frank Okai Larbi Deciphering the cognitive and
non-cognitive competencies of Chinese
students' mathematics through a critical
lens of PISA . . . . . . . . . . . . . . 519--528
Despina Potari and
Barbara Jaworski and
Georgia Petropoulou Theorizing university mathematics
teaching: the Teaching Triad within an
Activity Theory perspective . . . . . . 1--16
Randall E. Groth and
Yoojin Choi A method for assessing students'
interpretations of contextualized data 17--34
Thorsten Scheiner Shifting the ways prospective teachers
frame and notice student mathematical
thinking: from deficits to strengths . . 35--61
Camilo Andrés Rodríguez-Nieto and
Flor Monserrat Rodríguez-Vásquez and
Vicenç Font Moll Combined use of the extended theory of
connections and the onto-semiotic
approach to analyze mathematical
connections by relating the graphs of
$f$ and $ f'$ . . . . . . . . . . . . . 63--88
Maria Chimoni and
Demetra Pitta-Pantazi and
Constantinos Christou Unfolding algebraic thinking from a
cognitive perspective . . . . . . . . . 89--108
Carlos Soneira and
José Antonio González-Calero and
David Arnau Effect of algebraic language and problem
text wording on problem model accuracy
when solving age word problems . . . . . 109--127
Paul Hernandez-Martinez and
Svitlana Rogovchenko and
Yuriy Rogovchenko and
Stephanie Treffert-Thomas Collaboration between Mathematicians and
Mathematics Educators: dialogical
inquiry as a methodological tool in
Mathematics Education research . . . . . 129--148
Dave Hewitt and
Amal Hussain Alajmi Learning from English and Kuwaiti
children's transcoding errors: how might
number names be temporarily adapted to
assist learning of place value? . . . . 149--172
Salah A. M. Ahmed Book Review: From planning to
publishing: navigating the researcher's
journey. James Hiebert, Jinfa Cai,
Stephen Hwang, Anne K Morris, Charles
Hohensee (2023) \booktitleDoing
Research: A New Researcher's Guide,
Cham: Springer.
https://doi.org/10.1007/978-3-031-19078-0, xvii + 136 pages. Hardcover: ISBN: 978-3-031-19077-3, \$59.99 US. Paperback: ISBN: 978-3-031-19080-3, \$49.99 US. eBook: ISBN: 978-3-031-19078-0 173--179
Daria Gerasimova and
Angela D. Miller and
Margret A. Hjalmarson Conceptual and procedural teaching: does
one teaching approach moderate the
relationship between the other teaching
approach and algebra achievement? . . . 181--198
Patricia Buenrostro and
Nadav Ehrenfeld Beyond mere persistence: a conceptual
framework for bridging perseverance and
mathematical sensemaking in teaching and
teacher learning . . . . . . . . . . . . 199--221
Rui Ding and
Rongjin Huang and
Xixi Deng Multiple pathways for developing
functional thinking in elementary
mathematics textbooks: a case study in
China . . . . . . . . . . . . . . . . . 223--248
Chronoula Voutsina and
Debbie Stott Preschool children's conceptions of the
meanings and use of written numerals in
everyday life: a phenomenographic study
of the nature and structure of
qualitative variation . . . . . . . . . 249--275
Grace A. Chen Teacherly response-ability: ethical
relationality as protest against
mathematical violence . . . . . . . . . 277--296
Rachel Rupnow and
Brooke Randazzo Norms of mathematical definitions:
imposing constraints, permitting choice,
or both? . . . . . . . . . . . . . . . . 297--314
Semir Becevic When teachers construct tests for
assessing students' competencies: a
taxonomy . . . . . . . . . . . . . . . . 315--336
Evrim Erbilgin and
Serigne M. Gningue Using the onto-semiotic approach to
analyze novice algebra learners'
meaning-making processes with different
representations . . . . . . . . . . . . 337--357
Marta Menghini Book Review: \booktitleLearning from the
history of mathematics education.
Alexander Karp (Ed.) (2022).
\booktitleAdvances in the history of
mathematics education . . . . . . . . . 359--365
Mich\`ele Artigue The Felix Klein Medal for 2009 goes to
Gilah C. Leder, La Trobe University,
Bundoora, Victoria, Australia . . . . . S1--S2
Mich\`ele Artigue ICMI study 21 Mathematics education and
language diversity . . . . . . . . . . . S3--S6
Mich\`ele Artigue The Hans Freudenthal Medal for 2009 goes
to Yves Chevallard, IUFM
d'Aix-Marseille, France . . . . . . . . S7--S8
Tevfik \.I\csleyen Letter to the Editor . . . . . . . . . . S9--S9
Norma Presmeg Reply to the Letter to the Editor . . . S10--S10
David Wagner and
Susanne Prediger and
Mich\`ele Artigue and
Angelika Bikner-Ahsbahs and
Gail Fitzsimons and
Tamsin Meaney and
Vilma Mesa and
Demetra Pitta-Pantazi and
Luis Radford and
Michal Tabach The field of mathematics education
research and its boundaries . . . . . . 367--369
Ann-Kristin Adleff and
Natalie Ross and
Johannes König and
Gabriele Kaiser Types of mathematical tasks in lower
secondary classrooms in Germany . . . . 371--392
Jokke Hásá and
Lín Westlin and
Johanna Rámó Undergraduate students' attitudes
towards mathematical proving in an
introduction to proof course . . . . . . 393--415
Stanislaw Schukajlow and
Janina Krawitz and
Jonas Kanefke and
Werner Blum and
Katrin Rakoczy Open modelling problems: cognitive
barriers and instructional prompts . . . 417--438
JinHyeong Park and
Dong-Won Kim Facilitating factors and obstacles in
the coordination of theoretical
probability and relative frequency
estimates of probability . . . . . . . . 439--460
Nava Gilboa and
Tommy Dreyfus and
Ivy Kidron Meta-mathematical aspects of definitions 461--481
Anna Tirpáková and
Dalibor Gonda and
Adriana Wiegerová and
Hana Navrátilová Developing the concept of task
substitution and transformation by
defining own equivalences . . . . . . . 483--502
Camilo Andrés Ram\'ìrez-Sánchez and
Avenilde Romo-Vázquez and
Rebeca Romo-Vázquez and
Diana Velásquez-Rojas Study of modeling questions in a
first-year university mathematics online
course . . . . . . . . . . . . . . . . . 503--524
Ahbi Mahdianing Rum and
Ahmad Hasan Saifurrisal and
Mia Roosmalisa Dewi Book Review: Exploring how to teach
multiplication through the Japanese and
Ibero--American theories. Masami Isoda &
Raimundo Olfos (Eds.). (2021)
\booktitleTeaching multiplication with
lesson study: Japanese and
Ibero--American theories for
international mathematics education . . 525--536
Susanne Prediger and
David Wagner Editorial . . . . . . . . . . . . . . . 1--3
Anonymous Anna Sierpi\'nska, 1947--2023 . . . . . 5--7
Anonymous Alan J. Bishop 1937--2023 . . . . . . . 9--11
Pessia Tsamir and
Regina Ovodenko and
Dina Tirosh Extrema points: concept images, mis-in
and mis-out examples . . . . . . . . . . 13--33
Stijn Van Der Auwera and
Bert De Smedt and
Joke Torbeyns and
Lieven Verschaffel Children's subtraction by addition
strategy use and their
subtraction-related conceptual knowledge 35--50
Francesco Beccuti and
Paola Valero and
Ornella Robutti Stories of devoted university students:
the mathematical experience as a form of
ascesis . . . . . . . . . . . . . . . . 51--67
Vahid Borji and
Rafael Martínez-Planell and
María Trigueros Students' geometric understanding of
partial derivatives and the locally
linear approach . . . . . . . . . . . . 69--91
Anna Marie Bergman and
Andrew Kercher and
Keith Gallagher and
Rina Zazkis Definitional ambiguity in mathematics:
three cases . . . . . . . . . . . . . . 93--110
Jennifer T. H. Hylemon Book Review: Historical influences,
present problems, and futuristic
solutions in African countries. Brantina
Chirinda, Kakoma Luneta, and Alphonse
Uworabayeho (Eds.). (2022).
\booktitleMathematics education in
Africa: the fourth industrial revolution 111--123
Anna Ida Säfström and
Johan Lithner and
Torulf Palm and
Björn Palmberg and
Johan Sidenvall and
Catarina Andersson and
Erika Boström and
Carina Granberg Developing a diagnostic framework for
primary and secondary students'
reasoning difficulties during
mathematical problem solving . . . . . . 125--149
Timothy H. Lehmann Mathematical modelling as a vehicle for
eliciting algorithmic thinking . . . . . 151--176
Kirsten Brunner and
Andreas Obersteiner and
Timo Leuders How pedagogical content knowledge
sharpens prospective teachers' focus
when judging mathematical tasks: an
eye-tracking study . . . . . . . . . . . 177--196
Yuhuan Zhang and
Xiaohui Wu and
Shuang Chen and
Chengcheng Cui and
Yahan He and
Lidong Wang Differential effects of private tutoring
on groups of students' mathematics
achievements: a longitudinal study . . . 197--222
Nadav Marco and
Alik Palatnik Teachers pose and design context-based
mathematics tasks: what can be learned
from product evolution? . . . . . . . . 223--246
Daniel Thurm and
Shuhui Li and
Bärbel Barzel and
Lianghuo Fan and
Na Li Professional development for teaching
mathematics with technology: a
comparative study of facilitators'
beliefs and practices in China and
Germany . . . . . . . . . . . . . . . . 247--269
Angelika Kullberg and
Camilla Björklund and
Ulla Runesson Kempe Seeing number relations when solving a
three-digit subtraction task . . . . . . 271--287
Alain Kuzniak and
Blandine Masselin Strongly didactic contracts and
mathematical work . . . . . . . . . . . 289--312
Antonio M. Oller-Marcén Book Review: International and diverse.
Failed but seminal. Dirk de Bock (Ed.).
(2023) \booktitleModern Mathematics. An
International Movement? . . . . . . . . 313--320
Sunghwan Byun Interactional practices of inviting
minoritized students to whole-class
mathematics discussions . . . . . . . . 321--350
Sunghwan Byun Correction to: Interactional practices
of inviting minoritized students to
whole-class mathematics discussions . . 351--351
Ove Gunnar Drageset and
Fiona Ell Using positioning theory to think about
mathematics classroom talk . . . . . . . 353--385
Heather Lynn Johnson and
Courtney Donovan and
Robert Knurek and
Kristin A. Whitmore and
Livvia Bechtold Proposing and testing a model relating
students' graph selection and graph
reasoning for dynamic situations . . . . 387--406
Stéphane Favier and
Jean-Luc Dorier Heuristics and semantic spaces for the
analysis of students' work in
mathematical problem solving . . . . . . 407--431
Karina J. Wilkie and
Sarah Hopkins Generalizing actions with the
subtraction-compensation property:
primary students' algebraic thinking
with tasks involving vertical towers of
blocks . . . . . . . . . . . . . . . . . 433--458
Tomas Hòjgaard Competencies and fighting syllabusism 459--479
Theresa Büchter and
Andreas Eichler and
Katharina Böcherer-Linder and
Markus Vogel and
Karin Binder and
Stefan Krauss and
Nicole Steib Covariational reasoning in Bayesian
situations . . . . . . . . . . . . . . . 481--505
Dirk De Bock Book Review: One hundred years of
mathematics education seen through the
lens of ICMI. Fulvia Furinghetti & Livia
Giacardi (Eds.) (2022). \booktitleThe
International Commission on Mathematical
Instruction, 1908--2008: People, Events,
and Challenges in Mathematics Education 507--515
Bill Atweh Book Review: Collaboration against
postcolonialism. Patricia Paraide, Kay
Owens, Charly Muke, Philip Clarkson, &
Christopher Owens (2022)
\booktitleMathematics education in a
neocolonial country: The case of Papua
New Guinea . . . . . . . . . . . . . . . 517--524