1. Conceptual and procedural teaching: does one teaching approach moderate the relationship between the other teaching approach and algebra achievement?

   • Daria Gerasimova
   • Angela D. Miller
   • Margret A. Hjalmarson

   OriginalPaper 20 March 2023 Pages: 181 - 198

2. Beyond mere persistence: a conceptual framework for bridging perseverance and mathematical sensemaking in teaching and teacher learning

   • Patricia Buenrostro
   • Nadav Ehrenfeld

   OriginalPaper 23 June 2023 Pages: 199 - 221

   

3. Multiple pathways for developing functional thinking in elementary mathematics textbooks: a case study in China

   • Rui Ding
   • Rongjin Huang
   • Xixi Deng

   OriginalPaper 10 July 2023 Pages: 223 - 248

   

4. 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 Voutsina
   • Debbie Stott

   OriginalPaper Open access 20 May 2023 Pages: 249 - 275

   

5. Teacherly response-ability: ethical relationality as protest against mathematical violence

   • Grace A. Chen

   OriginalPaper 04 May 2023 Pages: 277 - 296

6. Norms of mathematical definitions: imposing constraints, permitting choice, or both?

   • Rachel Rupnow
   • Brooke Randazzo

   OriginalPaper 18 April 2023 Pages: 297 - 314

   

7. When teachers construct tests for assessing students’ competencies: a taxonomy

   • Semir Becevic

   OriginalPaper Open access 29 June 2023 Pages: 315 - 336

   

8. Using the onto-semiotic approach to analyze novice algebra learners’ meaning-making processes with different representations

   • Evrim Erbilgin
   • Serigne M. Gningue

   OriginalPaper Open access 21 June 2023 Pages: 337 - 357

   

9. 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