Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement? Daria GerasimovaAngela D. MillerMargret A. Hjalmarson OriginalPaper 20 March 2023 Pages: 181 - 198
Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning Patricia BuenrostroNadav Ehrenfeld OriginalPaper 23 June 2023 Pages: 199 - 221
Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China Rui DingRongjin HuangXixi Deng OriginalPaper 10 July 2023 Pages: 223 - 248
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 Chronoula VoutsinaDebbie Stott OriginalPaper Open access 20 May 2023 Pages: 249 - 275
Teacherly response-ability: ethical relationality as protest against mathematical violence Grace A. Chen OriginalPaper 04 May 2023 Pages: 277 - 296
Norms of mathematical definitions: imposing constraints, permitting choice, or both? Rachel RupnowBrooke Randazzo OriginalPaper 18 April 2023 Pages: 297 - 314
When teachers construct tests for assessing students’ competencies: a taxonomy Semir Becevic OriginalPaper Open access 29 June 2023 Pages: 315 - 336
Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations Evrim ErbilginSerigne M. Gningue OriginalPaper Open access 21 June 2023 Pages: 337 - 357
Book Review: Learning from the history of mathematics education. Alexander Karp (Ed.) (2022). Advances in the history of mathematics education Marta Menghini BookReview 08 July 2023 Pages: 359 - 365