Volume 24, No 1, March 2019
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Annika Pettersson, Yvonne Liljekvist and Jorryt van Bommel
Studying concept elements as a way to trace students’ conceptual understanding
Kajsa Bråting, Lars Madej and Kirsti Hemmi
Development of algebraic thinking: opportunities offered by the Swedish curriculum and elementary mathematics textbooks
Johan Sidenvall
Literature review of mathematics teaching design for problem solving and reasoning
Janne Fauskanger
Ambisiøse undervisningspraksiser i Teacher time out