A new issue of Educational Studies in Mathematics has been released, Volume 72, Number 2 / November, 2009. This issue contains seven interesting articles:

• Using the onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordinate systems in a multivariate context, by Mariana Montiel, Miguel R. Wilhelmi, Draga Vidakovic and Iwan Elstak
• Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM), by Jeanne Tunks and Kirk Weller
• Conditional inference and advanced mathematical study: further evidence, by Matthew Inglis and Adrian Simpson
• Didactical designs for students’ proportional reasoning: an “open approach” lesson and a “fundamental situation”, by Takeshi Miyakawa and Carl Winsløw
• Bridging the macro- and micro-divide: using an activity theory model to capture sociocultural complexity in mathematics teaching and its development, by Barbara Jaworski and Despina Potari
• Proof constructions and evaluations, by Andreas J. Stylianides and Gabriel J. Stylianides
• Researchers’ descriptions and the construction of mathematical thinking, by Richard Barwell