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| | front cover
| 0 |
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Joseph Antonides ,
Anderson Norton ,
Rachel Arnold |
| | Linking structures across logic and space: the role of Euler diagrams
ABSTRACT
| 2 |
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Gaya Jayakody ,
Shelton Perera |
| | Materializing the use of AMK in teaching: generating counterexamples
ABSTRACT
| 9 |
|
Pier Luigi Ferrari |
| | Toulmin’s model of argument and mathematics education: a critical view
ABSTRACT
| 15 |
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Andrew Aberdein |
| | Communication: Ferrari’s model of Toulmin
| 21 |
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Yvonne Lai ,
Esther A. Enright |
| | Communication: Decompressing mathematical definitions for communities of learners
| 22 |
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Colin Foster ,
Tom Francome ,
Chris Shore ,
Dave Hewitt ,
Chris Sangwin |
| | Communication: Priority of operations: necessary or arbitrary?
| 24 |
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Rina Zazkis |
| | Communication: On the necessity of order and the field axioms
| 26 |
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Rudolf Straesser |
| | Communication: Oscillating between ‘Is’ and ‘Ought’ in mathematics education research: a comment
| 28 |
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Marc Husband ,
Evan Throop-Robinson |
| | Communication: Disrupting teachers’ mathematics intuition
| 30 |
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Ana Patricia García-Amado ,
Maythe García-Rivero ,
José Luis Cruz-Canales ,
Rubén Abraham Moreno Segura ,
Asuman Oktaç |
| | Beyond building blocks: a reorganization of mathematical content
ABSTRACT
| 33 |
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Peter Taylor ,
Ami Mamolo |
| | A view of the horizon
| 43 |
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| | Contributors
| 48 |
