for the learning of mathematics |
| Rina Zazkis - Vol. 6 Num. 2 (1986) | ||
| Computational recursion and mathematical induction | 25-28 | |
| Rina Zazkis - Vol. 15 Num. 3 (1995) | ||
| Fuzzy thinking in non-fuzzy situations: understanding students' perspective | 39-41 | |
| Rina Zazkis - Vol. 18 Num. 3 (1998) | ||
| Divisors and quotients: acknowledging polysemy | 27-30 | |
| Rina Zazkis - Vol. 20 Num. 3 (2000) | ||
| Using code-switching as a tool for learning mathematical language | 38-43 | |
| Rina Zazkis - Vol. 27 Num. 2 (2007) | ||
| Generating examples: From pedagogical tool to a research tool | 15-21 | |
| Rina Zazkis - Vol. 28 Num. 3 (2008) | ||
| Looking for a possible intersection | 8 | |
| Rina Zazkis - Vol. 29 Num. 1 (2009) | ||
| Lesson Plays: Planning Teaching versus Teaching Planning ABSTRACT | 40-47 | |
| Rina Zazkis - Vol. 29 Num. 3 (2009) | ||
| Sean vs. Cantor: Using mathematical knowledge in ‘experience of disturbance' ABSTRACT | 53-56 | |
| Rina Zazkis - Vol. 31 Num. 2 (2011) | ||
| Reconceptualizing knowledge at the mathematical horizon ABSTRACT | 8-13 | |
| Rina Zazkis - Vol. 32 Num. 1 (2012) | ||
| Continuing conversations towards the horizon | 22-23 | |
| Rina Zazkis - Vol. 35 Num. 1 (2015) | ||
| Continuous problem of function continuity ABSTRACT | 8-17 | |
| Rina Zazkis - Vol. 37 Num. 1 (2017) | ||
| Mathematical conventions: revisiting arbitrary and necessary ABSTRACT | 29-34 | |
| Rina Zazkis - Vol. 37 Num. 3 (2017) | ||
| Order of operations: on conventions, mnemonics and knowledge-in-use | 19-21 | |
| Rina Zazkis - Vol. 41 Num. 1 (2021) | ||
| From one kind of numbers to another: the metaphors of expansion and transition ABSTRACT | 47-49 | |
| Rina Zazkis - Vol. 42 Num. 2 (2022) | ||
| Engagement with mathematics as catalyst for backward transfer ABSTRACT | 42-47 | |
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