| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Book review: Baruch B. Schwarz and Michael J. Baker (Eds) (Foreword by L. B. Resnick with F. Schantz) (2017) Dialogue, Argumentation and Education: History, Theory and Practice
|
Weber, Keith
|
|
2017
|
97 |
1 |
p. 111-118
|
article
|
| 2 |
Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom
|
Heyd-Metzuyanim, Einat
|
|
2017
|
97 |
1 |
p. 21-37
|
article
|
| 3 |
Correction to: Book review: Baruch B. Schwarz and Michael J. Baker (Foreword by L. B. Resnick with F. Schantz) (2017) Dialogue, Argumentation and Education: History, Theory and Practice
|
Weber, Keith
|
|
2017
|
97 |
1 |
p. 119
|
article
|
| 4 |
Culture and ideology in mathematics teacher noticing
|
Louie, Nicole L.
|
|
2017
|
97 |
1 |
p. 55-69
|
article
|
| 5 |
Editorial
|
Goos, Merrilyn
|
|
2017
|
97 |
1 |
p. 1-3
|
article
|
| 6 |
Inverse function: Pre-service teachers’ techniques and meanings
|
Paoletti, Teo
|
|
2017
|
97 |
1 |
p. 93-109
|
article
|
| 7 |
Mediating primary mathematics: theory, concepts, and a framework for studying practice
|
Venkat, Hamsa
|
|
2017
|
97 |
1 |
p. 71-92
|
article
|
| 8 |
Power and identity in immigrant parents’ involvement in early years mathematics learning
|
Takeuchi, Miwa Aoki
|
|
2017
|
97 |
1 |
p. 39-53
|
article
|
| 9 |
Why Johnny struggles when familiar concepts are taken to a new mathematical domain: towards a polysemous approach
|
Kontorovich, Igor’
|
|
2017
|
97 |
1 |
p. 5-20
|
article
|
Journal description