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Volume 1 / 1998 - Volume 15 / 2012
311-313
Conditions of progress in mathematics teacher education
João Pedro da Ponte
315-324
Teachers’ innovative change within countrywide reform: a case study in Rwanda
Alphonse Uworwabayeho
325-346
Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices
Dionne I. Cross
347-364
Multiple representations as sites for teacher reflection about mathematics learning
Amy E. Ryken
365-389
Understanding the influence of two mathematics textbooks on prospective secondary teachers’ knowledge
Jon D. Davis
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