We report a new phase of research of the scaling of Cornerstone Maths (CM), technology-enhanced curriculum units for lower secondary mathematics that embed dynamic mathematical technology (DMT). These combine web-based DMT, pupil and teacher materials, and teacher professional development that focus on developing the mathematical knowledge and…

We explore some key constructs and research themes initiated by Jim Kaput, and attempt to illuminate them further with reference to our own research. These "design principles" focus on the evolution of digital representations since the early 1990s, and we attempt to take forward our collective understanding of the cognitive and cultural…

We investigate the use and knowledge of graphs in the context of a large industrial factory. We are particularly interested in the question of "transparency", a question that has been extensively considered in the general literature on tool use and, more recently, by Michael Roth and his colleagues in the context of scientific work. Roth uses the…

Implications of using pupil-to-pupil discussion with mathematics classrooms are discussed, with different ways in which such discussion might promote mathematical understanding. A framework for instruction includes the learning of the computer language Logo. (MNS)

Investigated how 14-year-old students (N=84) perceived good and bad learning experiences in school, how and why they judged specific learning experiences as good or bad, and what they perceived to influence these judgments. During interviews, students told stories of an actual event and feelings expressed at that time. (Author/MP)

Explores the relationship between learners' actions, visualizations, and the means by which these are articulated. Describes a microworld called Mathsticks which is designed to help students construct mathematical meanings by forging links between the visual and symbolic representations they develop and their actions. Presents a case study of two…

Reports survey results on proof conceptions. Presents an overview of responses at the end of year 8 (age 13 years) and year 9 (age 14 years). Distinguishes three strategies--empirical, focused-empirical, and focused-deductive--that represent shifts in attention from an inductive to a deductive approach. Indicates some progress from year 8 to year…

Described is the attempt to identify relationships between pedagogy and student behavior in a mathematical microworld. The patterns of teaching associated with LOGO-based computer activities involving ratio and proportion and the teachers role in helping students bridge the gap between LOGO- and school-mathematics practices are explored. (MDH)

Analyzes the notion of structuring resources and their role in shaping mathematical activity. Examines ways in which nurses conceptualize ratio and proportion problems and provides a case study of two nurses discussing conflicting strategies when monitoring the fluid balance of a patient. Draws out some implications for the design of viable…

Comments on the papers presented in this special edition of this journal. Discusses the papers insofar as they have illuminated the agenda of a mathematics education researcher or served to move the community beyond the unproductive split between individual and social research perspectives. (Author/MM)

Presents a study on the meanings of average and variation displayed by pediatric nurses. Traces how these meanings shape and are shaped by nurses' interpretations of trends in patient and population data. Suggests a theoretical framework for making sense of the data that compares and contrasts nurses' epistemology with that of official…