The importance of dialogic processes to conceptual development in mathematics Sibel KazakRupert WegerifTaro Fujita OriginalPaper 09 July 2015 Pages: 105 - 120
Comparing multiple solutions in the structured problem solving: Deconstructing Japanese lessons from learner’s perspective Keiko Hino OriginalPaper 12 August 2015 Pages: 121 - 141
“I am [not always] a maths hater”: Shifting students’ identity narratives in context Annica AnderssonPaola ValeroTamsin Meaney OriginalPaper 09 July 2015 Pages: 143 - 161
Classroom engagement towards using definitions for developing mathematical objects: the case of function Michal TabachTalli Nachlieli OriginalPaper 07 August 2015 Pages: 163 - 187
Effects of using history as a tool to teach mathematics on students’ attitudes, anxiety, motivation and achievement in grade 11 classrooms Siew Yee LimElaine Chapman OriginalPaper 13 July 2015 Pages: 189 - 212
Educational studies in mathematics book review: editor’s comment Gail FitzSimons EditorialNotes 09 July 2015 Pages: 213 - 213
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
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. HarperHeejoo SuhBeth Herbel-Eisenmann BookReview 12 July 2015 Pages: 221 - 230
Erratum to: Is the derivative a function? If so, how do we teach it? Jungeun Park Erratum 16 August 2015 Pages: 231 - 231