Vol. 19 No. 2 (2017)

Published: 2017-11-14

Editorial

Scales, rubrics and frameworks: how we describe the complexity of mathematics teacher education

Fiona Ell, Jodie Hunter, Robin Averill
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Articles

A Case Study of Teachers’ Development of Well-Structured Mathematical Modelling Activities

Micah Stohlmann, Cathrine Maiorca, Charlie Allen
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K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

Marta T. Magiera, Leigh A van den Kieboom, John C Moyer
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Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example

Kui Chui Issic Leung, Chun Yeung Lee
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Exploring how understandings from abstract algebra can influence the teaching of structure in early algebra

Nicholas Wasserman
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Learning mathematics for teaching mathematics: non-specialist teachers’ mathematics teacher identity

Cosette Crisan, Melissa Rodd
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Fear, Loathing and Ambivalence toward Learning and Teaching Mathematics: Preservice Teachers’ Perspectives

Diane Itter, Noel Meyers
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Prospective elementary teachers’ beliefs about collaborative problem solving and dialogue in mathematics

Constantinos Xenofontos, Artemis Kyriakou
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Orchestrating productive whole class discussions: The role of designed student responses

Sheila Evans, Clare Dawson
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