Engagement with student written work as an instantiation of and proxy for how college calculus instructors engage with student thinking

2024-12-1

Use of mathematical problems rooted in primary historical sources to reveal preservice teachers’ mathematical content knowledge

2024-12-1

Developing (Pedagogical) content knowledge of constant rate of change: The case of Samantha

2024-12-1

Does use of a hypothetical learning progression promote learning of the cardinal-count concept and give-n performance?

2024-12-1

Creating and sharing linear algebra metaphors as an assessment for engaging students beyond the cognitive domain

2024-9-11

Secondary teachers’ guided reinvention of the definitions of reducible and irreducible elements

2024-9-11

Editorial Board

2024-9-1

Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How?

2024-9-1

Effects of domain-specific linguistic factors on the difficulty of mathematics tasks

2024-9-1

Pre-service mathematics teachers’ discourse: Differences between defining in task situations involving prototypical and non-prototypical solids

2024-9-1

Seeing mathematics together: A comparative case study of youths and facilitators collaborating to learn mathematics in informal settings

2024-9-1

Advances in research on mathematical problem posing: Focus on task variables

2024-9-1

The emotions lived in mathematics classes and their reflection outside the school context: A case study of Manuel

2024-9-1

How do people compare visualizations of fraction magnitudes? Evidence from adults’ and children’s eye movements with continuous and discretized tape diagrams

2024-9-1

Introduction to the virtual special issue: Mathematics that underpins social issues

2024-7-17

Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study

2024-6-28

New kinds of embodied interactions that arise in augmented reality dynamic geometry software

2024-6-25

Abstract algebra students’ conceptual metaphors for isomorphism and homomorphism

2024-6-20

From knowledge acquired at academic mathematics courses to significant changes in instructional practices

2024-6-20

Disrupting racial storylines about black girls in mathematics through teaching content and building relationships

2024-6-15

Book review

2024-6-1

Connecting student development of use of grouping and mathematical properties

2024-6-1

Scaffolds for seeing, using, and articulating logical structures in proofs: Design research study with high school students

2024-6-1

An inspiring career in mathematics education research: A tribute to Carolyn A. Maher

2024-6-1

The expertise of novices: A framework for prospective teacher’s noticing of children’s mathematical thinking

2024-6-1

Editorial Board

2024-6-1

Using abstraction to analyze instructional tasks and their implementation

2024-6-1

Teacher emotions and in-the-moment decision making in the secondary mathematics classroom

2024-6-1

Students’ reception of two alternative arrangements of mathematical symbols and words: Differences in focus and text navigation

2024-5-24

Multi-variable narratives in qualitative research on mathematical problem posing

2024-5-6

Exploring and promoting a student's covariational reasoning and developing graphing meanings

2024-5-4

Positioned as a burden: Analyzing the participation of multilingual students of color in undergraduate mathematics courses that use groupwork

2024-4-10

Extending the covariation framework: Connecting covariational reasoning to students’ interpretation of rate of change

2024-3-1

Investigating boundaries and boundary crossing between mathematics and visual art teaching in a collaborative setting

2024-3-1

The role of topology in the construction of students’ optimization schema for two-variable functions

2024-3-1

Teachers' mathematical problem posing: The role of processes and complexity levels in posing problems on the fraction part-whole concept

2024-3-1

A symbolizing activity for constructing personal expressions and its impact on a student’s understanding of the sequence of partial sums

2024-3-1

Adidactical problem-posing as captured by scripting journeys: Investigating sums of consecutive integers

2024-3-1

From “learning to variate” to “variate for learning”: Teachers learning through collaborative, iterative context-based mathematical problem posing

2024-3-1

Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems

2024-3-1

Analogical structure sense: A case study of students’ analogical reasoning between groups and rings

2024-3-1

How mothers’ mathematical positioning relates to their images of mathematics and interactions with children

2024-3-1

“The theorem says…”: Engineering students making meaning of solutions to Ordinary Differential Equations

2024-3-1

Comparing student strategies in a game-based and pen-and-paper task for linear algebra

2024-3-1

Teaching mathematics through problem posing: Elements of the task

2024-3-1

Primary students’ relational thinking and computation strategies with concrete-to-symbolic representations of subtraction as difference

2024-3-1

The road to “good” problems goes through initial responses to stimulating socio-mathematical situations

2024-3-1

Editorial Board

2024-3-1

Combinatorial and quantitative reasoning: Stage 3 high school students’ reason about combinatorics problems and their representation as 3-D arrays

2024-3-1

Problem-posing tasks and their influence on pre-service teachers’ creative problem-posing performance and self-efficacy

2024-3-1