Vol. 31 No. 3 (2026)

Editorial

Karoline Kongshavn
Preservice teachers negotiating roles and responsibilities in a proof-based teaching approach

Maria Alkhede, Camilla Björklund and Angelika Kullberg
The number track as an artefact when teaching ordinality to 6-year-olds

Tor Inge Vethe
Artefact-Centric Activity Theory as an analytical framework for systematising teachers’ evaluations of app use