págs. 350-356
A "Gap-Gazing" Fetish in Mathematics Education?: problematizing Research on the Achievement Gap
págs. 357-364
págs. 365-371
Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students
págs. 372-400
Josh's Operational Conjectures: Abductions of a Splitting Operation and the Construction of New Fractional Schemes
págs. 401-430
págs. 431-459
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