Elementary Mathematics Teaching

Jarmila Novotná: A history of SEMT Section 1 Elementary mathematics teachingJarmila Novotná: Mellony Graven and Hansa Venkat: 1.1 Interventions to strengthen teaching and learning in contexts of disadvantage Juan Luis Piñeiro and Elena Castro-Rodriguez: 1.2 Primary teachers>' knowledge for teaching mathematical problem-solving Jarmila Novotná and Hana Moroavá: 1.3 Cultural and linguistic heterogeneity in research presented at SEMT symposia Alena Hospesová and Berinderjeet Kaur: 1.4 Professional development of teachers as an agent of change in primary mathematics teaching Section 2 Contexts for learning mathematicsBerinderjeet Kaur: Ruthi Barkai, Esther Levenson, Pessia Tsamir, and Dina Tirosh: 2.1 Early childhood contexts for learning mathematics Petra Scherer: 2.2 Students with special needs - learning mathematics successfully Sarah Hershkovitz and Thierry Dana-Picard: 2.3 Problem Solving, Problem Posing, and Enhancing Creativity Nada Vondrová: 2.4 Learning to solve word problems with understanding Section 3 Aspects of Teaching MathematicsBrian Doig: Jana Visnovská, José Luis Cortina, and Pamela Vale: 3.1 Elementary Mathematics Teaching: Relevance, Conceptualisations, and Research Maria Bartolini Bussi and Alessandro Ramploud: 3.2 From variation pedagogy and lesson study to cultural transposition Jasmina Milinkovic: 3.3 Visualisation as a tool in teaching: Pre-service teachers competencies in visualization Darina Jirotkova, Katerina Juzova, Karolina Mottlova, Jana Slezakova, Tereza Vybiralova, Renata Zemanova: 3.4 Pre-service Primary student teachers' development of competencies in teaching mathematics 204 Section 4 Aspects of Learning MathematicsDavid Pugalee: Shelby Morge and David Pugalee: 4.1 Promoting Mathematical Literacy: Perspectives from SEMT Toshiakira Fujii: 4.2 Designing and adapting tasks in the Japanese problem-solving lesson within Lesson Study Brian Doig and Susie Groves: 4.3 Japanese Lesson Study: Insights from SEMT Victor Cifarelli, Mary Capraro, and Robert Capraro: 4.4 30 Years of International Progress in Young Children>'s Problem Solving and Posing AfterwordBrian Doig and Jarmila Novotná: