Volume 24, No 2, June 2019
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Trond Stølen Gustavsen and Olav Gravir Imenes
Investigating the fit of a model for students’ understanding of fractions in a Norwegian context
Abdel Seidouvy, Ola Helenius and Maike Schindler
Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation
University students’ general and specific beliefs about infinity, division by zero and denseness of the number line