for the learning of mathematics   vol. 34 num. 2 (2014) an international journal of mathematics education

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Margaret Walshaw   Who can know mathematics? ABSTRACT                 2 Susan Staats   The interdisciplinary future of mathematics curriculum                           7 Lynn M. McGarvey   Intentional play-spaces for teaching/learning mathematics with young children                           9 Gila Hanna ,  John Mason   Key ideas and memorability in proof ABSTRACT                 12 Paul Christian Dawkins   When proofs reflect more on assumptions than conclusions ABSTRACT                 17 Alf Coles   Transitional devices ABSTRACT                 24 Elise Lockwood   A set-oriented perspective on solving counting problems ABSTRACT                 31 From the archives   From the archives                           37 Beth Herbel-Eisenmann ,  David Pimm   The one and the many: transcripts and the art of interpretation                           38 David Pimm   Work address                           40 Lesley Rex   Language in use                           41 Beth Herbel-Eisenmann   Textbook positioning                           42 Ellice Forman   Science or mathematics?                           43 Mary Schleppegrell   Purposeful grammar                           44 Tim Rowland   Hedged maxims                           45 Codruta Temple   Lexical density and the mathematics register                           46 -   Contributor affiliations and contact information                           48

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