Vol. 26 No. 3-4 (2021)
Editorial
Camilla Björklund and Anna-Lena Ekdahl
Learning to teach mathematics in preschool through theory-driven interventions
Inger Eriksson, Jenny Fred, Anna-Karin Nordin, Martin Nyman and Sanna Wettergren
Tasks, tools, and mediated actions – promoting collective theoretical work on algebraic expressions
Janne Fauskanger and Raymond Bjuland
Opportunities to learn ambitious mathematics teaching from co-planning instruction
Charlotte Krog Skott, Louise Laursen Falkenberg and Ida Redder Honoré
New mathematics teachers’ learning when participating in induction on mathematics education – a case study of two lower secondary teachers
Pernilla Mårtensson and Anna-Lena Ekdahl
Variation theory and teaching experiences as tools to generate knowledge about teaching and learning mathematics – the case of pre-service teachers
Hanna Palmér and Jorryt van Bommel
Teachers’ participation in practice based research – a methodological retrospect
Anna Ida Säfström, Björn Palmberg, Carina Granberg, Johan Sidenvall and Johan Lithner
Initiating teacher-researcher collaboration to support students’ mathematical problem-solving
Anita Tyskerud
Utvikling av matematikkundervisning – en kommognitiv analyse av rutiner i klasserommet
Mark Hoover and Deborah Loewenberg Ball
Practice-based research on the teaching of mathematics: progress and imperatives for the future
Hamsa Venkat
Practice-based research on mathematics teaching: A developmental turn?
