Analyzing student teachers’ use of theory in their reflections on mathematics teaching practice Wil OonkNico VerloopKoeno P. E. Gravemeijer Original Article Open access 04 July 2019 Pages: 563 - 588
Theorems or procedures? Exploring undergraduates’ methods to solve routine problems in linear algebra Igor’ Kontorovich Original Article 11 June 2019 Pages: 589 - 605
The construction and validation of a geometric reasoning test item to support the development of learning progression Rebecca SeahMarj Horne Original Article 04 July 2019 Pages: 607 - 628
“Well, they understand the concept of area”: pre-service teachers’ responses to student area misconceptions Cristina RunnallsDae S. Hong Original Article 04 July 2019 Pages: 629 - 651
Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses Lena Wessel Original Article Open access 28 November 2019 Pages: 653 - 681
Correction to: Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge Seyum GetenetRosemary Callingham Correction 27 July 2019 Pages: 683 - 684
Do prototypical constructions and self-attributes of presented drawings affect the construction and validation of proofs? Aehsan Haj-Yahya Original Article 05 July 2019 Pages: 685 - 718
Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses Jane KirkhamElaine ChapmanHelen Wildy Original Article 17 July 2019 Pages: 719 - 741
“Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra Sharon M. CalorRijkje DekkerMonique L. L. Volman Original Article Open access 25 July 2019 Pages: 743 - 763
Correction to: “Let us discuss math”; Effects of shift-problem lessons on mathematical discussions and level raising in early algebra Sharon M. CalorRijkje DekkerMonique L. L. Volman Correction 22 August 2019 Pages: 765 - 767
