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| front cover                          
| 0 |
Susan Staats |
| Coloring conjectures with sound, silence, syntax and gesture: a multimodal poetic analysis
ABSTRACT
               
| 2 |
Jehad Alshwaikh |
| Diagrams as communication in mathematics discourse: a social semiotic account
ABSTRACT
               
| 9 |
Karla Culligan , 
David Wagner |
| This is not mathematics
ABSTRACT
               
| 14 |
Jenni Ingram , 
Anne Watson |
| But are students communicating mathematically?                          
| 19 |
Nathalie Sinclair |
| Aesthetics as philosophy for mathematics education                          
| 21 |
Jennifer A. Czocher , 
Paul Christian Dawkins , 
Keith Weber |
| Alternative perspectives on cultural dimensions of proof in the mathematical curriculum: a reply to Shinno et al.                          
| 23 |
Boris Koichu |
| On making epistemological inferences based on linguistic observations: a commentary on Shinno et al.                          
| 25 |
Egan J Chernoff |
| If Trump were an applicant to your mathematics education program, would you accept him? A response to Rodriguez, Kitchen and Harding                          
| 27 |
Yvonne Lai , 
Erik Jacobson |
| Implications of pedagogical context for eliciting pedagogical content knowledge
ABSTRACT
               
| 28 |
George Boggs , 
Ian Whitacre , 
Jennifer Schellinger , 
Zachary Champagn , 
Robert Schoen |
| Contextual meanings of the equals sign as conceptual blends
ABSTRACT
               
| 34 |
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| Contributor affiliations and contact information                          
| 44 |