for the learning of mathematics |
| Abraham Arcavi - Vol. 3 Num. 1 (1983) | ||
| Maybe a mathematics teacher can profit from the study of the history of mathematics | 30-37 | |
| Abraham Arcavi - Vol. 7 Num. 2 (1987) | ||
| History of mathematics for teachers: the case of irrational numbers | 18-23 | |
| Abraham Arcavi - Vol. 9 Num. 1 (1989) | ||
| The didactical De Morgan: a selection of Augustus de Morgan's thoughts on teaching and learning mathematics | 34-39 | |
| Abraham Arcavi - Vol. 11 Num. 2 (1991) | ||
| The experience of history in mathematics education: Two benefits of using history | 11 | |
| Abraham Arcavi - Vol. 14 Num. 3 (1994) | ||
| Symbol sense: informal sense-making in formal mathematics | 24-35 | |
| Abraham Arcavi - Vol. 15 Num. 2 (1995) | ||
| The case for and against casting out nines | 23-28 | |
| Abraham Arcavi - Vol. 16 Num. 3 (1996) | ||
| The 8th International Congress of Mathematical Education, July 1996: A partial, simplified, and biased story about expectations | 27-28 | |
| Abraham Arcavi - Vol. 24 Num. 3 (2004) | ||
| Solving linear equations - why, how and when? | 25-27 | |
| Abraham Arcavi - Vol. 25 Num. 2 (2005) | ||
| Developing and using symbol sense in mathematics | 42-47 | |
| Abraham Arcavi - Vol. 28 Num. 2 (2008) | ||
| Modelling with graphical representations ABSTRACT | 2-10 | |
| Abraham Arcavi - Vol. 34 Num. 3 (2014) | ||
| Bridging intuitive and analytical thinking: four looks at the 2-glass puzzle ABSTRACT | 2-7 | |
| Abraham Arcavi - Vol. 42 Num. 2 (2022) | ||
| Leading mathematics teacher discussions during professional development: challenges, opportunities, and discussion sense ABSTRACT | 53-59 | |
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