for the learning of mathematics |
| Brent Davis - Vol. 15 Num. 2 (1995) | ||
| Why teach mathematics? Mathematics education and enactivist theory | 2-9 | |
| Brent Davis - Vol. 21 Num. 1 (2001) | ||
| Why teach mathematics to all students? | 17-24 | |
| Brent Davis - Vol. 23 Num. 3 (2003) | ||
| Loved articles | 29-30 | |
| Brent Davis - Vol. 24 Num. 3 (2004) | ||
| Talking about Bateson: that which matters | 2-3 | |
| Brent Davis - Vol. 28 Num. 2 (2008) | ||
| Meta-communication | 25 | |
| Brent Davis - Vol. 28 Num. 3 (2008) | ||
| Are we (or should we be) on the same page? | 2 | |
| Brent Davis - Vol. 29 Num. 3 (2009) | ||
| Mathematics-for-teaching as shared dynamic participation ABSTRACT | 37-43 | |
| Brent Davis - Vol. 30 Num. 3 (2010) | ||
| What the field really needs | 2 | |
| Brent Davis - Vol. 34 Num. 1 (2014) | ||
| Toward a more power-full school mathematics ABSTRACT | 12-17 | |
| Brent Davis - Vol. 38 Num. 3 (2018) | ||
| What sort of science is didactics? ABSTRACT | 44-49 | |
| Brent Davis - Vol. 40 Num. 0 (2020) | ||
| Number work: teachers as experts who can think like novices ABSTRACT | 49-54 | |
| Brent Davis - Vol. 43 Num. 0 (2023) | ||
| Metaphor and learning mathematics | 73-78 | |
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