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Access	Preview	Issue Date	Title	Author(s)
		2022	Support mathematics teachers’ technology training in Portuguese-speaking African countries (PALOP)	Dos Santos, José Manuel; Silveira, Astrigilda; Lavicza, Zsolt
		2022	The teaching practice of Building on MOSTs	Van Zoest, Laura R.; Leatham, Keith R.; Stockero, Shari L.; Peterson, Blake E.
		2022	Algebraic rate word problems: high school students performances when integrate the spreadsheet	Vargas, Verónica; Valenzuela, Carlos; Aguiar, Martha Elena
		2022	Talking about mathematics: how teachers create and shape dialogic spaces in their classrooms	Dalby, Diane; Joubert, Marie; Wake, Geoff
		2022	Definitional ambiguity: a case of continuous function	Kercher, Andrew; Bergman, Anna Marie; Zazkis, Rina
		2022	The potential of tasks for mathematical learning and its use in instruction – Perspectives of experts from Germany and Taiwan	Lindmeier, Anke; Wang, Ting-Ying; Hsieh, Feng-Jui; Dreher, Anika
		2022	Digital resource design as a problem solving activity: the key-role of monitoring processes	Cusi, Annalisa; Gagliani Caputo, Sara; Telloni, Agnese I.
		2022	What is convincing? – Primary student teachers understanding of mathematical arguments	Klöpping, Peter M.
		2022	Pre-service teacher’s conceptions about the use of the history of mathematics as a didactic resource	Fuertes-Prieto, Miguel Ángel; Santágueda-Villanueva, María; Lorenzo-Valentín, Gil
		2022	Knowledge deployed by preservice teachers in a teaching experiment about reasoning and proving	Arce, Matías; Conejo, Laura