Educational Studies in Mathematics has released the June issue. This issue - Volume 71, Number 2 - contains 6 articles, including Gail FitzSimons' "Call for book reviewers". The other articles in this issue are:
- Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes, by Paul Andrews
- The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA), by César Sáenz
- Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers, by Amanda Jansen
- Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program, by Charalambos Y. Charalambous, Areti Panaoura and George Philippou
- Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme, by Jacob Perrenet and Ruurd Taconis
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