‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation Elena NardiIrene BizaTheodossios Zachariades OriginalPaper 06 August 2011 Pages: 157 - 173
The nature of student predictions and learning opportunities in middle school algebra Lisa Anne KasmerOk-Kyeong Kim OriginalPaper 23 June 2011 Pages: 175 - 191
Procedural and conceptual changes in young children’s problem solving Chronoula Voutsina OriginalPaper 09 June 2011 Pages: 193 - 214
Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations Stanislaw SchukajlowDominik LeissRudolf Messner OriginalPaper 20 August 2011 Pages: 215 - 237
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
Teasing out repetition from rote: an essay on two versions of will Yuichi Handa OriginalPaper 14 July 2011 Pages: 263 - 272
Pedagogical content beliefs: global, content domain-related and situation-specific components Sebastian Kuntze OriginalPaper 06 August 2011 Pages: 273 - 292
Mathematics-for-teaching: what can be learned from the ethnopoetics of teachers’ stories? Joy A. Oslund OriginalPaper 18 August 2011 Pages: 293 - 309
Problem solving strategies of girls and boys in single-sex mathematics classrooms Megan CheElaine WiegertKaren Threlkeld OriginalPaper 30 July 2011 Pages: 311 - 326