A new special issue of ZDM has appeared, and it is a theme issue on Creating and using representations of mathematics teaching in research and teacher development. This one is a quite huge issue, containing 16 articles altogether. Here is an overview of all the articles:

• On creating and using representations of mathematics teaching in research and teacher development
• Introduction to this issue, by Patricio Herbst and Daniel Chazan
• Representing context in video records of practice for urban mathematics teacher education, by Ann R. Edwards
• Opening the closed text: the poetics of representations of teaching, by Michael Kevin Weiss
• Tacitation and implicitation: the construction of semiotic tools for representing mathematics teaching, by Jean-Philippe Maitre, Christian Dépret, Erica de Vries and Jacques Baillé
• Designing representations of trigonometry instruction to study the rationality of community college teaching, by Vilma Mesa and Patricio Herbst
• Co-facilitation of study groups around animated scenes: the discourse of a moderator and a researcher, by Talli Nachlieli
• Who does what? A linguistic approach to analyzing teachers’ reactions to videos, by Gloriana González
• Representation of the notion “learning-as-participation” in everyday situations of mathematics classes, by Götz Krummheuer
• Using comics-based representations of teaching, and technology, to bring practice to teacher education courses, by Patricio Herbst, Daniel Chazan, Chia-Ling Chen, Vu-Minh Chieu and Michael Weiss
• Designing an intelligent teaching simulator for learning to teach by practicing, by Vu Minh Chieu and Patricio Herbst
• Imagining mathematics teaching practice: prospective teachers generate representations of a class discussion, by Sandra Crespo, Joy Ann Oslund and Amy Noelle Parks
• Using video to teach future teachers to learn from teaching, by Rossella Santagata and Jody Guarino
• Making practice studyable, by Hala Ghousseini and Laurie Sleep
• Teachers’ reactions to animations as representations of geometry instruction, by Deborah Moore-Russo and Janine M. Viglietti
• Using video representations of teaching in practice-based professional development programs, by Hilda Borko, Karen Koellner, Jennifer Jacobs and Nanette Seago