| | Preface | | 1 |
| | Eclectic approaches to elementarization: Cases of curriculum construction in the United States by James T. Fey | | 15 |
| | Didactical engineering as a framework for the conception of teaching products by Michele Artigue | | 27 |
| | Mathematical curricula and the underlying goals by Uwe-Peter Tietze | | 41 |
| | Reflections on mathematical concepts as starting points for didactical thinking by Hans-Joachim Vollrath | | 61 |
| | Beyond subject matter: A psychological topology of teachers professional knowledge by Rainer Bromme | | 73 |
| | Dialogue between theory and practice in mathematics education by Heinz Steinbring | | 89 |
| | On the application of science to teaching and teacher education by Thomas J. Cooney | | 103 |
| | Theoretical and empirical approaches to classroom interaction by Maria G. Bartolini Bussi | | 121 |
| | Theoretical perspectives on interaction in the mathematics classroom by Heinrich Bauersfeld | | 133 |
| | Working in small groups: A learning situation? by Colette Laborde | | 147 |
| | Mathematics classroom language: Form, function and force by David Pimm | | 159 |
| | The role of programming: Towards experimental mathematics by Rosamund Sutherland | | 177 |
| | Computer environments for the learning of mathematics by David Tall | | 189 |
| | The role of cognitive tools in mathematics education by Tommy Dreyfus | | 201 |
| | Intelligent tutorial systems by Gerhard Holland | | 213 |
| | The interaction between the formal, the algorithmic, and the intuitive components in a mathematical activity by Efraim Fischbein | | 231 |
| | From Piagets constructivism to semantic network theory: Applications to mathematics education - A microanalysis by Gerhard Steiner | | 247 |
| | The Sociohistorical School and the acquisition of mathematics by Joachim Lompscher | | 263 |
| | Action-theoretic and phenomenological approaches to research in mathematics education: Studies of continually developing experts by Richard Lesh and Anthony E. Kelly | | 277 |
| | More... | | |