Educational Studies in Mathematics has released the June issue. This issue – Volume 71, Number 2 – contains 6 articles, including Gail FitzSimons’ “Call for book reviewers“. The other articles in this issue are:

• Comparative studies of mathematics teachers’ observable learning objectives: validating low inference codes, by Paul Andrews
• The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA), by César Sáenz
• Prospective elementary teachers’ motivation to participate in whole-class discussions during mathematics content courses for teachers, by Amanda Jansen
• Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program, by Charalambos Y. Charalambous, Areti Panaoura and George Philippou
• Mathematical enculturation from the students’ perspective: shifts in problem-solving beliefs and behaviour during the bachelor programme, by Jacob Perrenet and Ruurd Taconis

The article by Perrenet and Taconis is an Open Access article, meaning that it is freely available to everyone, regardless of whether you are a subscriber or not.