Volume 8, Numbers 1 & 2 (January 2011)
"Was man so verständig nennt, ist oft mehr Eitelkeit und Kurzsinn" - Goethe
Full Volume
Editorial
Editorial: Opening 2011’s journal treasure chest
Bharath Sriraman
Articles
Mathematical Intuition (Poincaré, Polya, Dewey)
Reuben Hersh
Transcriptions, Mathematical Cognition, and Epistemology
Wolff-Michael Roth and Alfredo Bautista
Seeking more than nothing: Two elementary teachers conceptions of zero
Gale Russell and Egan J. Chernoff
Revisiting Tatjana Ehrenfest-Afanassjewa’s (1931) “Uebungensammlung zu einer geometrischen Propädeuse”: A Translation and Interpretation
Klaus Hoechsmann
Problem-Based Learning in Mathematics
Thomas C. O'Brien, Chris Wallach, and Carla Mash-Duncan
New perspectives on identification and fostering mathematically gifted students: matching research and practice
Viktor Freiman and Ali Rejali
Historical perspectives on a program for mathematically talented students
Harvey B. Keynes and Jonathan Rogness
The proficiency challenge: An action research program on teaching of gifted math students in grades 1-9
Arne Mogensen
Designing and teaching an elementary school enrichment program: What the students were taught and what I learned
Angela M. Smart
Prospective teachers’ conceptions about teaching mathematically talented students: Comparative examples from Canada and Israel
Mark Applebaum, Viktor Freiman, and Roza Leikin
Mathematical and Didactical Enrichment for Pre-service Teachers: Mentoring Online Problem Solving in the CASMI project
Manon LeBlanc and Viktor Freiman
Gifted Students and Advanced Mathematics
Edward J. Barbeau
Disrupting gifted teenager’s mathematical identity with epistemological messiness
Paul Betts and Laura McMaster
The promise of interconnecting problems for enriching students’ experiences in mathematics
Margo Kondratieva
Creativity assessment in school settings through problem posing tasks
Ildikó Pelczer and Fernando Gamboa Rodríguez
