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A new issue of International Journal of Mathematical Education in Science and Technology has been released, and it contains a whole host of interesting articles and classroom notes. This issue appears to have a particular focus on the use of technology in mathematics teaching, and here is a list of the original articles that are contained in the issue: Sustainable student retention and gender issues in mathematics for ICT study , by Blazenka Divjak, Mirela Ostroski and Violeta Vidacek Hains A proposal for a variation on the axioms of classical geometry , by Bjorn Schellenberg Trends in performance of science and technology students (1997–2008) in Ireland , by Olivia Gill, John O’Donoghue, Fiona Faulkner and Ailish Hannigan Relational understanding and paths of reasoning through a Boolean lattice classification of quadrilaterals , by J. Karakonstantis and T. Patronis Using dynamic geometry to explore non-traditional theorems , by Arsalan Wares A new approach for proving or generating ...

After a slow month (on the blog - not at work!), it is great to see someone writing a nice review of this blog. This time it is Jerry Johnson from MathNEXUS who has written a very kind review . MathNEXUS is a web site particularly geared towards teachers of mathematics, and it presents itself as a mathematics portal with "news and ideas for teachers and learners of mathematics. So, if you're into teaching and/or learning of mathematics it might be worthwhile to check it out! Thanks for the kind words, Jerry :-)

A couple of new articles have been published online in Educational Studies in Mathematics lately, amongst those a very interesting one by my good colleague Martin Carlsen from the University of Agder, Norway. His article is entitled: Appropriating geometric series as a cultural tool: a study of student collaborative learning . Carlsen, along with other colleagues in Agder, have been influenced by the focus on small-group problem solving that was advocated by Neil Davidson and others some years ago. The Agder group is also strongly influenced by theories related to sociocultural perspectives of teaching and learning mathematics, and this article provides a nice overview of some of these theoretical foundations. The research reported in this article can be placed within a qualitative, naturalistic paradigm, and the data were analyzed using a dialogical approach (Carlsen here makes use of a framework developed by two other colleagues: Maria-Luiza Cestari and Raymond Bjuland). So, if you ...