Vol. 31 No. 1 (2026): Vol. 31 No. 1 (2026)

Articles

• Commonalities and differences between Chinese and Swedish elementary teachers’ noticing in third-grade mathematics classrooms

  Aihui Peng, Malin Norberg, Helena Vennberg, Changjun Zhou

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• Discursive prerequisites for inclusion in mathematics education A comparative analysis of governing documents in a Nordic context

  Jenny Levin, Helena Roos

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• Programming as a distinct knowledge domain in mathematics education - an empirical reinvestigation of TPACK

  Helge Jeppesen, Nils Henry Rasmussen

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