Different aspects in designing mathematics education: Three examples from the Freudenthal Institute Jan Van Den Brink OriginalPaper Pages: 35 - 64
Powerful tasks: A contribution to a high level of acting and reflecting in mathematics instruction Konrad Krainer OriginalPaper Pages: 65 - 93
Connecting theory and practice: Results from the teaching of Logo Rosamund Sutherland OriginalPaper Pages: 95 - 113