The September issue of Educational Studies in Mathematics was published last week, and – as always – it contains a number of interesting articles.

• Re-mythologizing mathematics through attention to classroom positioning, by David Wagner and Beth Herbel-Eisenmann
• Encrypted objects and decryption processes: problem-solving with functions in a learning environment based on cryptography, by Tobin White
• Using diagrams as tools for the solution of non-routine mathematical problems, by Marilena Pantziara, Athanasios Gagatsis and Iliada Elia
• Social representations as mediators of practice in mathematics classrooms with immigrant students, by Núria Gorgorió and Guida de Abreu
• Success in mathematics within a challenged minority: the case of students of Ethiopian origin in Israel (SEO), by Tiruwork Mulat and Abraham Arcavi
• Examining the supervision of mathematics student teachers through analysis of conference communications, by Maria Lorelei Fernandez and Evrim Erbilgin
• Approach to mathematical problem solving and students’ belief systems: two case studies, by María Luz Callejo and Antoni Vila
• Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction, by Doug M. Clarke and Anne Roche

I would like to point your interest to Tobin White’s article in particular, since this is an Open Access article. So, regardless of whether you are a subscriber or not, this article is freely available to all!