1. ‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

   • Elena Nardi
   • Irene Biza
   • Theodossios Zachariades

   OriginalPaper 06 August 2011 Pages: 157 - 173

   

2. The nature of student predictions and learning opportunities in middle school algebra

   • Lisa Anne Kasmer
   • Ok-Kyeong Kim

   OriginalPaper 23 June 2011 Pages: 175 - 191

3. Procedural and conceptual changes in young children’s problem solving

   • Chronoula Voutsina

   OriginalPaper 09 June 2011 Pages: 193 - 214

   

4. Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations

   • Stanislaw Schukajlow
   • Dominik Leiss
   • Rudolf Messner

   OriginalPaper 20 August 2011 Pages: 215 - 237

   

5. How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

   • Amal Hussain Alajmi

   OriginalPaper 12 July 2011 Pages: 239 - 261

   

6. Teasing out repetition from rote: an essay on two versions of will

   • Yuichi Handa

   OriginalPaper 14 July 2011 Pages: 263 - 272

7. Pedagogical content beliefs: global, content domain-related and situation-specific components

   • Sebastian Kuntze

   OriginalPaper 06 August 2011 Pages: 273 - 292

   

8. Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories?

   • Joy A. Oslund

   OriginalPaper 18 August 2011 Pages: 293 - 309

   

9. Problem solving strategies of girls and boys in single-sex mathematics classrooms

   • Megan Che
   • Elaine Wiegert
   • Karen Threlkeld

   OriginalPaper 30 July 2011 Pages: 311 - 326