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Volume 1 / 1998 - Volume 15 / 2012
1-2
Same, same but different
Terry Wood
3-22
The role of attention in expert classroom practice
Janet Ainley and Michael Luntley
23-41
Using concept maps to assess change in teachers’ understandings of algebra: a respectful approach
Sarah Hough, Nancy O’Rode, Nancy Terman and Julian Weissglass
43-61
What is actually discussed in problem-solving courses for prospective teachers?
Andreas Ryve
63
Erratum
Noticing children’s learning processes – Teachers jointly reflect on their own classroom interaction for improving mathematics teaching
Petra Scherer and Heinz Steinbring
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