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2. Relationships between proof and examples: Comments arising from the papers in this issue
3. Why is paper-and-pencil multiplication difficult for many people?
4. Why Is Paper-and-Pencil Multiplication Difficult for Many People?
5. The Emergence of Multiplicative Thinking in Children's Solutions to Paper Folding Tasks
6. Following the cat: A preface for the next three papers
7. The emergence of multiplicative thinking in children's solutions to paper folding tasks
8. How does building arguments relate to the development of understanding?: A response to the last three papers
9. "The theorem says...": Engineering students making meaning of solutions to Ordinary Differential Equations.
10. Productive thinking about area: An introduction to the paper by Kamii and Kysh
11. Learning about multiplication by comparing algorithms: “One times one, but actually they are ten times ten”
12. Teachers attending to student reasoning: Do beliefs matter?
13. New kinds of embodied interactions that arise in augmented reality dynamic geometry software
14. Middle school students at three stages of units coordination learn to make same speeds
15. Ariel's cycles of problem solving: An adolescent acquires the mathematics register
16. Using abstraction to analyze instructional tasks and their implementation.
17. Adaptive instruction strategies to foster covariational reasoning in a digitally rich environment
18. Middle school students’ construction of reciprocal reasoning with unknowns
19. Middle school students’ construction of quantitative unknowns
20. There is more to examples than meets the eye: Thinking with and through mathematical examples in different settings.
21. Validating a concept inventory for measuring students' probabilistic reasoning: The case of reasoning within the context of a raffle.
22. An updated conceptualization of the intuition construct for mathematics education research.
23. A third grader's way of thinking about linear function tables
24. The place of problem solving in contemporary mathematics curriculum documents
25. Exploring and promoting a student's covariational reasoning and developing graphing meanings.
26. Pedagogical context and proof validation: The role of positioning as a teacher or student
27. Promoting a concept of fraction-as-measure: A study of the Learning Through Activity research program
28. An empirically-based trajectory for fostering abstraction of equivalent-fraction concepts: A study of the Learning Through Activity research program
29. An emerging methodology for studying mathematics concept learning and instructional design
30. An investigation of 6th graders’ solutions of Cartesian product problems and representation of these problems using arrays
31. A collective chain of signification in conceptualizing fractions: a case of a fourth-grade class
32. An international perspective on knowledge in teaching mathematics
33. An autoethnography of a (reluctant) teacher leader.
34. How can emphasizing mathematical modeling principles benefit students in a traditionally taught differential equations course?
35. Academic literacy in mathematics for English Learners
36. Analogical structure sense: A case study of students' analogical reasoning between groups and rings.
37. The road to "good" problems goes through initial responses to stimulating socio-mathematical situations.
38. Conceptualizing reasoning practices in the context of sociomathematical issues.
39. A symbolizing activity for constructing personal expressions and its impact on a student's understanding of the sequence of partial sums.
40. An exploratory mixed methods study about teacher candidates' descriptions of children's confusion, productive struggle, and mistakes in an elementary mathematics methods course.
41. Counting strategies of students struggling in mathematics in a computer-based learning environment.
42. Truth isn’t everything: Promoting aesthetically guided choice in mathematical work.
43. The many colors of algebra: The impact of equity focused teaching upon student learning and engagement.
44. Proving as problem solving: The role of cognitive decoupling.
45. Shared communication in building mathematical ideas: A longitudinal study.
46. Multivariation and students' multivariational reasoning.
47. Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn.
48. Adaptive teaching of covariational reasoning: Networking "the way of being" on two layers.
49. Areas, anti-derivatives, and adding up pieces: Definite integrals in pure mathematics and applied science contexts.
50. Functions via everyday actions: Support or obstacle?
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