Volume 82, Issue 2, February 2013

ISSN: 0013-1954 (Print) 1573-0816 (Online)

In this issue (10 articles)

  1. No Access

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    Algebraic manipulation as motion within a landscape

    Michael C. Wittmann, Virginia J. Flood… Pages 169-181
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  2. No Access

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    Assessing the potential of mathematics textbooks to promote deep learning

    Malcolm Shield, Shelley Dole Pages 183-199
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    Creativity and mathematical problem posing: an analysis of high school students' mathematical problem posing in China and the USA

    Xianwei Y. Van Harpen, Bharath Sriraman Pages 201-221
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    Learning to solve addition and subtraction word problems in English as an imported language

    Debbie Bautista Verzosa, Joanne Mulligan Pages 223-244
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    Profound understanding of emergent mathematics: broadening the construct of teachers’ disciplinary knowledge

    Brent Davis, Moshe Renert Pages 245-265
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    Differences between experts’ and students’ conceptual images of the mathematical structure of Taylor series convergence

    Jason Martin Pages 267-283
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    Teacher-student development in mathematics classrooms: Interrelated zones of free movement and promoted actions

    Mohammed Abdul Hussain, John Monaghan, John Threlfall Pages 285-302
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    Towards a local integration of theories: codes and praxeologies in the case of computer-based instruction

    Uwe Gellert, Joaquim Barbé, Lorena Espinoza Pages 303-321
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    Brief Report. Educated adults are still affected by intuitions about the effect of arithmetical operations: evidence from a reaction-time study

    Xenia Vamvakoussi, Wim Van Dooren, Lieven Verschaffel Pages 323-330
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    BookReview

    Almost 20 years after: Developments in research on language and mathematics. Review of J. N. Moschkovich (Ed.) (2010)Language and mathematics education: Multiple perspectives and directions for research

    Anna Sfard Pages 331-339
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