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| 0. Bharath Sriraman (USA) |
| EDITORIAL: 2 to 3- An omnibus of features & Policy issues in mathematics education |
pp.167-168 |
FEATURED ARTICLES
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1. Jeff Babb & James Currie(Canada) |
| The Brachistochrone Problem: Mathematics for a Broad Audience via a Large Context Problem |
pp.169-184 |
2. Michael Fried (Israel) |
| History of Mathematics in Mathematics Education: a Saussurean Perspective |
pp.185-198 |
3. Spyros Glenis (Greece) |
| Comparison of Geometric Figures |
pp.199-214 |
4. Giorgio T. Bagni (Italy) |
| "Obeying a rule": Ludwig Wittgenstein and the foundations of Set Theory |
pp.215-222 |
5. Arnaud Mayrargue (France) |
| How can science history contribute to the development of new proposals in the teaching of the notion of derivatives? |
pp.223-230 |
6. Antti Viholainen (Finland) |
| Incoherence of a concept image and erroneous conclusions in the case of differentiability |
pp.231-248 |
7. Dores Ferreira & Pedro Palhares (Portugal) |
| Chess and problem solving involving patterns |
pp.249-256 |
8. Friðrik Diego & Kristín Halla Jónsdóttir (Iceland) |
| Associative Operations on a Three-Element Set |
pp.257-268 |
9. Jon Warwick (UK) |
| A Case Study Using Soft Systems Methodology in the Evolution of a Mathematics Module |
pp.269-290 |
10. Barbara Garii & Lillian Okumu (New York, USA) |
| Mathematics and the World: What do Teachers Recognize as Mathematics in Real World Practice? |
pp.291-304 |
11. Linda Martin & Kristin Umland (New Mexico, USA) |
| Mathematics for Middle School Teachers: Choices, Successes, and Challenges |
pp.305-314 |
12. Woong Lim (Texas, USA) |
| Inverses - why we teach and why we need talk more about it more often! |
pp.315-326 |
13. Steve Humble (UK) |
| Magic Math Cards |
pp.327-336 |
MONTANA FEATURED ARTICLES
History of Logarithms and Insurance Mathematics
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14. Rafael Villarreal-Calderon (Missoula, Montana, USA) |
| Chopping Logs: A Look at the History and Uses of Logarithms |
pp.337-344 |
15. Amy Minto (Missoula, Montana, USA) |
| Early Insurance Mechanisms and Their Mathematical Foundations |
pp.345-356 |
DIALOGUE ON NO CHILD LEFT BEHIND1
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16. Mike O'Lear (Missoula, Montana) & Bettina Dahl (Denmark) |
| Main Points of Objections to the "No Child Left Behind" |
pp.357-364 |
CRITICAL NOTICE ON THE NATIONAL MATHEMATICS
ADVISORY PANEL REPORT2
Guest Edited by Brian Greer (Portland, USA)
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17. Brian Greer (Portland, USA) |
| Guest Editorial: Reaction to the Final Report of the National Mathematics Advisory Panel |
pp.365-370 |
18. Wolff-Michael Roth (Canada) |
| Mathematical Cognition and the Final Report of the National Mathematics Advisory Panel: A Critical, Cultural-historical Activity Theoretic Analysis |
pp.371-386 |
19. Danny Bernard Martin (Chicago, USA) |
| E(race)ing Race from a National Conversation on Mathematics Teaching and Learning: The National Mathematics Advisory Panel as White Institutional Space |
pp.387-398 |
20. Tom O'Brien & Marianne Smith (USA) |
| Three Strikes |
pp.399-414 |
21. Eric (Rico) Gutstein (Chicago, USA) |
| The Political Context of the National Mathematics Advisory Panel |
pp.415-422 |
22. Brian Greer (Portland, USA) |
| Algebra for all? |
pp.423-428 |
FEATURED BOOK EXCERPT
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23. Anna Sfard (Israel) |
| Introduction to Thinking as communicating |
pp.429-436 |
In Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. (pp. xiii - xix) Cambridge, UK: Cambridge University Press. Reprinted with kind permission from Cambridge University Press. 2008© Cambridge University Press
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| Also available at http://www.cambridge.org/us/catalogue/catalogue.asp?isbn=9780521867375&ss=fro |
24. Meet the Authors |
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pp.437-446 |
25. New titles in mathematics education |
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pp.447-462 |
[1] The opinions expressed in this dialogue are those of the two authors and do not necessarily represent the views of the Montana Council of Teachers of Mathematics nor the position of the journal or its editorial board.
[2] The positions taken in this Critical Notice on the National Mathematics Advisory Panel report are those of the authors and do not necessarily represent the views of the Montana Council of Teachers of Mathematics nor the position of the journal or its editorial board.
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