Contributions and Obstacles of Contexts in the Development of Mathematical Knowledge Carlo DapuetoLaura Parenti OriginalPaper Pages: 1 - 21
Building Bridges: Reflections on the problem of transfer of learning in mathematics Jeff Evans OriginalPaper Pages: 23 - 44
Embodied cognition as grounding for situatedness and context in mathematics education Rafael E. NúñezLaurie D. EdwardsJoão Filipe Matos OriginalPaper Pages: 45 - 65
Early approach to theoretical thinking: gears in primary school Maria G. Bartolini BussiMara BoniRossella Garuti OriginalPaper Pages: 67 - 87
Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School Nadia Douek OriginalPaper Pages: 89 - 110
Context Problems in Realistic Mathematics Education: A Calculus Course as an Example Koeno GravemeijerMichiel Doorman OriginalPaper Pages: 111 - 129
Using Intuition From Everyday Life in 'Filling' the gap in Children's Extension of Their Number Concept to Include the Negative Numbers Liora LinchevskiJulian Williams OriginalPaper Pages: 131 - 147
The emergent perspective in rich learning environments: Some roles of tools and activities in the construction of sociomathematical norms Rina HershkowitzBaruch Schwarz OriginalPaper Pages: 149 - 166
Mathematical Modelling: the Interaction of Culture and Practice Susan Molyneux-HodgsonTeresa RojanoSonia Ursini OriginalPaper Pages: 167 - 183
Structures of Constant Rate Word Problems: A functional approach analysis Michal YerushalmyShoshana Gilead OriginalPaper Pages: 185 - 203
To know or not to know – mathematics, that is a question of context Tine Wedege OriginalPaper Pages: 205 - 227
Proportionnalité et Pourcentage Chez des Apprentis Vendeurs. Réflexion sur la Relation Mathématiques / Réalité dans une Formation 'en Alternance' Corinne Hahn OriginalPaper Pages: 229 - 249
