The July issue of Educational Studies in Mathematics has been published. The issue contains six articles:

• Towards new documentation systems for mathematics teachers? by Ghislaine Gueudet and Luc Trouche
• Experiencing equivalence but organizing order, by Amir H. Asghari
• A categorization of the “whys” and “hows” of using history in mathematics education, by Uffe Thomas Jankvist
• Intuitive vs analytical thinking: four perspectives, by Uri Leron and Orit Hazzan
• Using graphing software to teach about algebraic forms: a study of technology-supported practice in secondary-school mathematics, by Kenneth Ruthven, Rosemary Deaney and Sara Hennessy
• Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes, by Robyn Pierce and Lynda Ball