Why and how mathematicians read proofs: further evidence from a survey study Juan Pablo Mejia-RamosKeith Weber OriginalPaper 17 November 2013 Pages: 161 - 173
School mathematics registers in a context of low academic expectations Hauke Straehler-PohlSaínza FernándezLourdes Figueiras OriginalPaper 10 August 2013 Pages: 175 - 199
Critical mathematics discourse in a high school classroom: examining patterns of student engagement and resistance Andrew Brantlinger OriginalPaper 18 August 2013 Pages: 201 - 220
Learning about learner errors in professional learning communities Karin Brodie OriginalPaper 27 August 2013 Pages: 221 - 239
A comparison of Korean and American secondary school textbooks: the case of quadratic equations Dae S. HongKyong Mi Choi OriginalPaper 24 October 2013 Pages: 241 - 263
How do exemplary Chinese and U.S. mathematics teachers view instructional coherence? Jinfa CaiMeixia DingTao Wang OriginalPaper 30 October 2013 Pages: 265 - 280
Redirecting, progressing, and focusing actions—a framework for describing how teachers use students’ comments to work with mathematics Ove Gunnar Drageset OriginalPaper 07 November 2013 Pages: 281 - 304
Sociomathematical and mathematical norms related to definition in pre-service primary teachers’ discourse Victoria SánchezMercedes García OriginalPaper 30 October 2013 Pages: 305 - 320
