Vol. 28 No. 3-4 (2023)

Editorial

Uffe Thomas Jankvist, Morten Misfeldt, Eirini Geraniou, Mario Sánchez Aguilar and Anna Baccaglini-Frank
Towards a technocritical mathematics education

Stine Gerster Johansen
Allgemeinbildung and digital technologies in mathematics education: a review

Francesca Granone and Elin Reikerås
Teachers’ support for children’s mathematical learning through interactions while playing with a coding toy

Mirela Vinerean, Yvonne Liljekvist, Matthias Brandl and Johannes Przybilla
Didactical usefulness of interactive mathematical maps – designing activities supporting prospective teachers’ learnin

Tamsin Meaney, Hilja L. Huru and Mona Kvivesen
Preservice and inservice teachers’ views on digital tools for diverse learners in mathematics education

Cecilie Carlsen Bach
A set of design principles for exercising mathematical communication competency when using a DGE

Ingi Heinesen Højsted
Proof as an explanation of dynamic geometry generated conjectures – task design in a toolbox puzzle approach

Mathilde Kjær Pedersen
The use of DGE and CAS to support mathematical thinking competency: a literature review

Andreas Borg and Maria Fahlgren
Analysing mathematical programming schemes using different lenses

Raimundo Elicer and Andreas Lindenskov Tamborg
From policy to resources: programming, computational thinking and mathematics in the Danish curriculum

Barbro Grevholm
Anna Sierpinska död