ZDM: The International Journal on Mathematics Education - Volume 41

ZDM: The International Journal on Mathematics Education - Volume 41 S>nf]J`  
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en | Springer Berlin / Heidelberg ToE^%J4  
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ZDM: The International Journal on Mathematics Education - Volume 41 0Ma3  

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ISSN    1863-9690 (Print) 1863-9704 (Online) W)p?cK`  
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ISBN        n/a g7@.Fa.u'!  
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Publisher    Springer Berlin / Heidelberg "^&Te%x_b  
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Published    2009 6~.{~+Bd  
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Contents: /&!4oBna  
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Num 1 and 2 a=&{B'^G  
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Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curriculum lSK<LytB  
Bharath Sriraman m>&
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Creativity and interdisciplinarity: one creativity or many creativities? $-p#4^dg  
Jonathan Plucker and Dasha Zabelina kpLx?zW--q  
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The characteristics of mathematical creativity s^zX9IVnp  
Bharath Sriraman /j$`Cq3I  
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Mathematical paradoxes as pathways into beliefs and polymathy: an experimental inquiry SEXmVFsQ
 
Bharath Sriraman [iGL~RiXtn  
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Do we all have multicreative potential? -W'T3_  
Ronald A. Beghetto and James C. Kaufman cZl/8?dj}  
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Aesthetics as a liberating force in mathematics education? } 3JOC!;;  
Nathalie Sinclair bW?cb5C  
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Mathematics learning and aesthetic production Q1^kU0M}  
Herbert Gerstberger v)s; wD  
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A historic overview of the interplay of theology and philosophy in the arts, mathematics and sciences :@]%n~x  
Bharath Sriraman 45U!\mG  
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Integrating history and philosophy in mathematics education at university level through problem-oriented project work NGL,j\(~7  
Tinne Hoff Kjeldsen and Morten Blomhøj @*^%^ P  
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Estimating Iraqi deaths: a case study with implications for mathematics education 7x//4G   
Brian Greer $ )orXe|  
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The decorative impulse: ethnomathematics and Tlingit basketry wS @-EcCB  
Swapna Mukhopadhyay Cu`ty] -'  
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Mathematics education research embracing arts and sciences Y@2v/O,\  
Norma Presmeg ;Yu|LaI\<m  
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Dialogue on mathematics education: two points of view on the state of the art R@A"U[*  
Theodore Eisenberg and Michael N. Fried R>y/Y<5=  
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The harmony of opposites: a response to a response ..;ep2jSs  
Norma Presmeg vNSeNS@jxC  
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Method, certainty and trust across disciplinary boundaries gH:+$F
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David Pimm $q 9dkt  
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Promoting interdisciplinarity through mathematical modelling 4H_Q
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Lyn D. English |h^]`= 3  
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Project organised science studies at university level: exemplarity and interdisciplinarity ?G<.W
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Morten Blomhøj and Tinne Hoff Kjeldsen 49-wFF  
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Emergent modeling: discrete graphs to support the understanding of change and velocity ='Fh^]*5  
L. M. Doorman and K. P. E. Gravemeijer ~U+W4%f8  
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New roles for mathematics in multi-disciplinary, upper secondary school projects ]*TW%mY  
Mette Andresen and Lena Lindenskov E@CK.-N|  
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Supporting mathematical literacy: examples from a cross-curricular project 0;Z] vl/|  
Thilo Höfer and Astrid Beckmann `L7Cf&W\l8  
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Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences? }II)<g'  
Claus Michelsen and Bharath Sriraman SmCtwcB1  
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Building a virtual learning community of problem solvers: example of CASMI community sM6o(=>  
Viktor Freiman and Nicole Lirette-Pitre h%8C_mA  
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Num 3 n0%5mTUN  
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Exemplary mathematics instruction and its development in selected education systems in East Asia wuKr9W9Xa  
Yeping Li and Yoshinori Shimizu dLtmG:II  
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Mathematics classroom instruction excellence through the platform of teaching contests a,eJO??  
Yeping Li and Jun Li NN]
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How a Chinese teacher improved classroom teaching in Teaching Research Group: a case study on Pythagoras theorem teaching in Shanghai G0b##-.'^  
Yudong Yang w" ,ab j  
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Pursuing excellence in mathematics classroom instruction through exemplary lesson development in China: a case study h)h%y)1  
Rongjin Huang and Yeping Li 4MPR
  
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Characterizing exemplary mathematics instruction in Japanese classrooms from the learner’s perspective FJ{6_=@D  
Yoshinori Shimizu ,)PpE&  
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In search of an exemplary mathematics lesson in Hong Kong: an algebra lesson on factorization of polynomials 9O|k|FD  
Ida Ah Chee Mok yII+#?D  
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Characteristics of good mathematics teaching in Singapore grade 8 classrooms: a juxtaposition of teachers’ practice and students’ perception K:54`UJ  
Berinderjeet Kaur v(~EO(n.  
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Good mathematics instruction in South Korea _|wnmeL*  
JeongSuk Pang Eu2(#z 6eW  
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Searching for good mathematics instruction at primary school level valued in Taiwan LX{mr{  
Pi-Jen Lin and Yeping Li uxbLoE  
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Exemplary mathematics lessons: what lessons we can learn from them? #+(@i|!ifo  
Ngai-Ying Wong N ,nvAM  
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Exemplary mathematics lessons: a view from the West \JDxN  
Susie Groves $%.,=~W7  
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Joan B. Garfield and Dani Ben-Zvi: Developing students’ statistical reasoning: connecting research and teaching practice pMV?vH  
Springer, 2008, 408 pp *X8Pa;x  
Jane Watson EL(BXJrx{  
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Num 4 o,[Em<  
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Introduction: the transformative nature of “dynamic” educational technology Dn:1Mtj-  
Stephen J. Hegedus and Luis Moreno-Armella _71&".A  
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Intersecting representation and communication infrastructures 21z@-&Oq  
Stephen J. Hegedus and Luis Moreno-Armella <{IeCir  
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Sounds and pictures: dynamism and dualism in Dynamic Geometry jKb4d9aX  
Nicholas Jackiw and Nathalie Sinclair eqk.+~^  
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Artifacts and signs after a Vygotskian perspective: the role of the teacher BMItHn].  
Maria Alessandra Mariotti {=6CL'_  
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Time for telling stories: narrative thinking with dynamic geometry fU|4^p)  
Nathalie Sinclair, Lulu Healy and Cassia Osorio Reis Sales 9e;8"rJ?C  
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Potential scenarios for Internet use in the mathematics classroom &Y1RPO41J  
Marcelo C. Borba z-^/<u1p  
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“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance qJ[wVNHh!  
Luis Radford V(;c#%I2  
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Dynamic mathematics and the blending of knowledge structures in the calculus : `,#z?Rk  
David O. Tall RmJ|g<  
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Broadening the sense of ‘dynamic’: a microworld to support students’ mathematical generalisation uvJmEBL:  
Richard Noss, Celia Hoyles, Manolis Mavrikis, Eirini Geraniou, Sergio Gutierrez-Santos and Darren Pearce 1pP q)}=+  
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Co-action with digital technologies N5mhs#  
Luis Moreno-Armella and Stephen J. Hegedus &n]]OPo  
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Menghini, M., Furinghetti, F., Giacardi, L. and Azarello, F. (eds.): The first century of the International Commission on Mathematical Instruction (1908–2008): reflecting and shaping the world of mathematics education $ZlzS`XF7  
2008, Rome, Instituto della Enciclopedia Italiana, 328 pages ]0=THq\H  
Michael N. Fried =yZ6$ hK  
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ICMI Study 20: educational interfaces between mathematics and industry "qoJIwl#q  
Alain Damlamian and Rudolf Sträßer .t.4y. 97  
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Num 5 'j;i4ie>*x  
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Flexible and adaptive use of strategies and representations in mathematics education zvwv7JtB  
Aiso Heinze, Jon R. Star and Lieven Verschaffel }ISR +./+  
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Strategies and flexibility in mental calculation F]cc?r312  
John Threlfall ro8C^d]  
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The nature and development of experts’ strategy flexibility for solving equations 6kO+E5;X  
Jon R. Star and Kristie J. Newton wlpcuz@  

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The role of prior knowledge in the development of strategy flexibility: the case of computational estimation /4$ c-k  
Jon R. Star, Bethany Rittle-Johnson, Kathleen Lynch and Natasha Perova 1w#vy1m J  
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Jump or compensate? Strategy flexibility in the number domain up to 100 ekd;sEO  
Joke Torbeyns, Bert De Smedt, Pol Ghesquière and Lieven Verschaffel tG[v@-O  
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Addition and subtraction of three-digit numbers: adaptive strategy use and the influence of instruction in German third grade 0%qM`KZC  
Aiso Heinze, Franziska Marschick and Frank Lipowsky |-xKH.'n  
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Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics H[N~)3x  
Iliada Elia, Marja van den Heuvel-Panhuizen and Angeliki Kolovou !,{-q)'D  
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Creativity, flexibility, adaptivity, and strategy use in mathematics \~.elKw<U  
Christoph Selter n<Ki.;-ZE  
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Conceptualising, investigating and stimulating representational flexibility in mathematical problem solving and learning: a critical review Mo\nY5  
Ana Acevedo Nistal, W. Van Dooren, G. Clarebout, J. Elen and L. Verschaffel ([]\7}+8  
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Representational disfluency in algebra: evidence from student gestures and speech M7ug< 8i  
Kristen N. Bieda and Mitchell J. Nathan [ZD`t,x(  
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The role of fluency in a mathematics item with an embedded graphic: interpreting a pie chart )2J#pz?.  
Carmel Mary Diezmann and Tom Lowrie zLg_0r*h1  
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Flexible use of symbolic tools for problem solving, generalization, and explanation ceAefKdb  
Lisa B. Warner, Roberta Y. Schorr and Gary E. Davis Ryn@">sVI  
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Versatile thinking and the learning of statistical concepts +f,I$&d.V  
Alan T. Graham, Maxine Pfannkuch and Michael O. J. Thomas r@b
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Representational flexibility and mathematical expertise |sBL(9  
Brian Greer 1~vv<`-  
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Blömeke, Sigrid, Kaiser, Gabriele and Lehmann, Rainer (eds) (2008): Professionelle Kompetenz angehender Lehrerinnen und Lehrer. Wissen, Überzeugungen und Lerngelegenheiten deutscher Mathematikstudierender und -referendare. Erste Ergebnisse zur Wirksamkeit der Lehrerausbildung 5#::42oE  
Waxmann Verlag, Münster, 510 pp., ISBN 978-3-8309-1940-7
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Annegret Helen Hilligus #-/_J?  
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Num 6 |UN#utw{^Y  
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Curriculum research to improve teaching and learning: national and cross-national studies >Sm#-4B-  
Gerald Kulm and Yeping Li Ca0t}`
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Mathematics teachers’ practices and thinking in lesson plan development: a case of teaching fraction division RY*yj&?w[  
Yeping Li, Xi Chen and Gerald Kulm e r"gPW  
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Approaches and practices in developing school mathematics textbooks in China 2G$-:4B  
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