for the learning of mathematics |
| Thomas Kieren - Vol. 4 Num. 1 (1984) | ||
| Research problems in mathematics education - I c | 42-44 | |
| Thomas Kieren - Vol. 9 Num. 3 (1989) | ||
| A recursive theory of mathematical understanding | 7-11 | |
| Thomas Kieren - Vol. 14 Num. 1 (1994) | ||
| Beyond metaphor: formalising in mathematical understanding within constructivist environments | 39-43 | |
| Thomas Kieren - Vol. 17 Num. 2 (1997) | ||
| Theories for the classroom: connections between research and practice | 31-33 | |
| Thomas Kieren - Vol. 21 Num. 2 (2001) | ||
| Mathematics is about | 16 | |
| Thomas Kieren - Vol. 24 Num. 3 (2004) | ||
| Mathematics knowing as fully embodied | 23 | |
| Thomas Kieren - Vol. 35 Num. 3 (2015) | ||
| A. J. (Sandy) Dawson (1940–2015): What I learned with Sandy Dawson | 14-15 | |
| Thomas Kieren - Vol. 36 Num. 3 (2016) | ||
| Around social justice mathematics education and ethical relations | 42-43 | |
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