1. The importance of dialogic processes to conceptual development in mathematics

   • Sibel Kazak
   • Rupert Wegerif
   • Taro Fujita

   OriginalPaper 09 July 2015 Pages: 105 - 120

   

2. Comparing multiple solutions in the structured problem solving: Deconstructing Japanese lessons from learner’s perspective

   • Keiko Hino

   OriginalPaper 12 August 2015 Pages: 121 - 141

   

3. “I am [not always] a maths hater”: Shifting students’ identity narratives in context

   • Annica Andersson
   • Paola Valero
   • Tamsin Meaney

   OriginalPaper 09 July 2015 Pages: 143 - 161

   

4. Classroom engagement towards using definitions for developing mathematical objects: the case of function

   • Michal Tabach
   • Talli Nachlieli

   OriginalPaper 07 August 2015 Pages: 163 - 187

   

5. Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms

   • Siew Yee Lim
   • Elaine Chapman

   OriginalPaper 13 July 2015 Pages: 189 - 212

   

6. Educational studies in mathematics book review: editor’s comment

   • Gail FitzSimons

   EditorialNotes 09 July 2015 Pages: 213 - 213

7. Book Review: When mathematics and mathematics education come to matter: A review of Elizabeth de Freitas and Nathalie Sinclair’s Mathematics and the Body: Material Entanglements in the Classroom (2014)

   • Francesca Ferrara

   BookReview 02 August 2015 Pages: 215 - 220

8. Book Review: A review of the book by Elizabeth de Freitas and Nathalie Sinclair (2014) Mathematics and the body: Material entanglements in the classroom

   • Frances K. Harper
   • Heejoo Suh
   • Beth Herbel-Eisenmann

   BookReview 12 July 2015 Pages: 221 - 230

9. Erratum to: Is the derivative a function? If so, how do we teach it?

   • Jungeun Park

   Erratum 16 August 2015 Pages: 231 - 231