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

Editorial

Aihui Peng, Malin Norberg, Helena Vennberg and Changjun Zhou

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

Jenny Levin and Helena Roos

Discursive prerequisites for inclusion in mathematics education

Helge Jeppesen and Nils Henry Rasmussen

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