for the learning of mathematics |
| Dave Hewitt - Vol. 16 Num. 2 (1996) | ||
| Mathematical fluency: the nature of practice and the role of subordination | 28-35 | |
| Dave Hewitt - Vol. 19 Num. 3 (1999) | ||
| Arbitrary and necessary: a way of viewing the mathematics curriculum MORE INFORMATION | 2-9 | |
| Dave Hewitt - Vol. 21 Num. 1 (2001) | ||
| Arbitrary and necessary: part 2 assisting memory | 44-51 | |
| Dave Hewitt - Vol. 21 Num. 2 (2001) | ||
| Arbitrary and necessary: part 3 educating awareness | 37-49 | |
| Dave Hewitt - Vol. 25 Num. 3 (2005) | ||
| Talking about subject-specific pedagogy | 32-36 | |
| Dave Hewitt - Vol. 26 Num. 1 (2006) | ||
| Subject-specific pedagogy: global and local aspects | 20 | |
| Dave Hewitt - Vol. 41 Num. 2 (2021) | ||
| Images, fractions and their intricate links: true, false or somewhere in-between | 14-16 | |
| Dave Hewitt - Vol. 19 Num. 3 (1999) | ||
| L’arbitraire et le nécessaire—première partie : une manière de regarder le programme de mathématiques | 9 | |
| Dave Hewitt - Vol. 43 Num. 0 (2023) | ||
| The pedagogic use of language: interplay between the two modes of what is said and what is seen ABSTRACT | 63-67 | |
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