Journal of Mathematical Behavior

Students’ understanding of the concepts involved in one-sample hypothesis testing

Using cycles of research in APOS: The case of functions of two variables

Conventions, habits, and U.S. teachers’ meanings for graphs

Investigating secondary students’ generalization, graphing, and construction of figural patterns for making sense of quadratic functions

Pre-service teachers’ figurative and operative graphing actions

Analysing engineering students’ understanding of integration to propose a genetic decomposition

Improving realistic word problem solving by using humor

Gina’s mathematics: Thinking, tricks, or “teaching”?

Reasoning within quantitative frames of reference: The case of Lydia

Students’ reasons for introducing auxiliary lines in proving situations

Middle school students’ generalizations about properties of geometric transformations in a dynamic geometry environment

Exploring unfamiliar paths through familiar mathematical territory: Constraints and affordances in a preservice teacher’s reasoning about fraction comparisons

Variability in the formal and informal content instructors convey in lectures

Value-thinking and location-thinking: Two ways students visualize points and think about graphs

Strengths and inconsistencies in students’ understanding of the roles of examples in proving

Belief structure as explanation for resistance to change: The case of Robin

The plot thickens: The aesthetic dimensions of a captivating mathematics lesson

Non-examples of problem answers in mathematics with particular reference to linear algebra

Key memorable events: A lens on affect, learning, and teaching in the mathematics classroom

The realization tree assessment tool – examining explorative participation in mathematics lessons

Multidimensional national profiles for TIMSS 2007 and 2011 mathematics

Meaningfulness in representational fluency: An analytic lens for students’ creations, interpretations, and connections

Using mobile puzzles to exhibit certain algebraic habits of mind and demonstrate symbol-sense in primary school students

Analysis of the argumentation of nine-year-olds engaged in discourse about comparing fraction models

Development of competencies for teaching geometry through an ethnomathematical approach

Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task

Pedagogical context and proof validation: The role of positioning as a teacher or student

Exploring secondary students’ conceptualization of functions in three curriculum contexts

Students’ conceptions through the lens of a dynamic online geometry assessment platform

Calculus students’ fraction and measure schemes and implications for teaching rate of change functions conceptually

What does ‘y is defined as an implicit function of x’ mean?: An application of APOS-ACE

Gesturing standard deviation: Gestures undergraduate students use in describing their concepts of standard deviation

How elementary and collegiate instructors envision tasks as supportive of mathematical argumentation: A comparison of instructors’ task constructions

Facilitating video-based discussions to support prospective teacher noticing

Middle school students’ employments of gestures for forming three-dimensional objects using an extrusion or spinning method

Accounting for mathematicians’ priorities in mathematics courses for secondary teachers

Empowering students with specific learning disabilities: Jim’s concept of unit fraction

From the classification of quadrilaterals to the classification of prisms: An experiment with prospective teachers

Lower secondary school students’ reasoning about compound probability in spinner tasks

After eliciting: Variation in elementary mathematics teachers’ discursive pathways during collaborative problem solving

Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures

Re-sourcing secondary mathematics teachers’ teaching of statistics in the context of a community of practice

Key ideas in a proof: The case of the irrationality of √2

Adolescent perceptions of being known in the mathematics classroom

Mental mathematics under the lens: Strategies, oral mathematics, enactments of meanings

Objectification of upper-secondary teachers’ verbal discourse in relation to symbolic expressions

The role of prototyping in mathematical design thinking