World view theory and the conceptualisation of space in mathematics education by Marc Schäfer

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Thank you ... from the editor by Marc Schäfer

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Does ‘African mathematics’ facilitate access to mathematics? Towards an ongoing critical analysis of ethnomathematics in a South African context by Kai Horsthemke, Marc Schäfer

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Teacher education for Mathematical Literacy: A modelling approach by Bruce Brown, Marc Schäfer

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An analysis of the influence of question design on learners’ approaches to number pattern generalisation tasks by Duncan Samson, Marc Schäfer

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Teachers' use of verbal language to evoke visualizations in multilingual mathematics classes by Clemence Chikiwa, Marc Schäfer

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Teachers' use of verbal language to evoke visualizations in multilingual mathematics classes by Clemence Chikiwa, Marc Schäfer

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Consistencies far beyond chance: an analysis of learner preconceptions of reflective symmetry by Michael Kainose Mhlolo, Marc Schafer

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Beyond teaching language: Towards terminological primacy in learners’ geometric conceptualisation by Humphrey U. Atebe, Marc Schäfer

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Towards empowering learners in a democratic mathematics classroom: To what extent are teachers’ listening orientations conducive to and respectful of learners’ thinking? by Michael K. Mhlolo, Marc Schäfer

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Visual technology for the autonomous learning of mathematics by Helmut Linneweber‐Lammerskitten, Marc Schäfer, Duncan Samson

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The nature and quality of the mathematical connections teachers make by Michael K. Mhlolo, Hamsa Venkat, Marc Schäfer

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