Vol. 22 No. 4 (2017)
Editorial
Simon Goodchild and Barbara Jaworski
Developing practice through research into university mathematics education
Angeliki Mali and Georgia Petropoulou
Characterising undergraduate mathematics teaching across settings and countries: an analytical framework
Suela Kacerja, Toril Eskeland Rangnes, Rune Herheim, Meinrad Pohl, Inger Elin Lilland and Ragnhild Hansen
Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points
Mervi A. Asikainen, Antti Viholainen, Mika Koponen and Pekka E. Hirvonen
Finnish entry-level students’ views of teacher knowledge and the characteristics of a good mathematics teacher
Sinéad Breen, Niclas Larson, Ann O’Shea and Kerstin Pettersson
A study of students’ concept images of inverse functions in Ireland and Sweden
Margrethe Naalsund and Joakim Skogholt
Oral presentations as a tool for promoting metacognitive regulation in real analysis
Stephanie Treffert-Thomas, Olov Viirman, Paul Hernandez-Martinez and Yuriy Rogovchenko
Mathematics lecturers’ views on the teaching of mathematical modelling
Ian Jones and David Sirl
Peer assessment of mathematical understanding using comparative judgement
Barbro Grevholm
Bokanmälan
