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This work draws on Paolo Freire ’ s notion of generative themes and Amartya Sen ’ s capa-bility approach in order to critically analyse the teaching mathematics for social justice (TMSJ) movement. The theoretical tools of these thinkers were used in the design of a workshop where participants re fl ected on both critical and uncritical dimensions found in lesson plans promoted by the movement. This paper reports the reasoning of three middle school students (11-14 years old) about surface area and volume of prisms which was uncovered through one-to-one task-based interviews. Findings indicate that all students ’ reasoning showed a consistent pattern of thinking in two tasks, and possible reasons behind the reasoning involving misconcep-tions were discussed. the ’ classrooms: mathematics This study conducted video-based observation to investigate how did a Chinese expert mathematics Mr. Yinglong Hua, respond to students ’ errors in classrooms. The characteristics and possible reasons of his error-management behaviour were also analysed in the research. Solving Together investigated the impact of collaborative homework activities on increasing parental engagement with mathematics. The fi ndings, based on data including website metrics and student drawings, indicated increased parental engagement during the intervention. This study addresses gaps in cross cultural curricular transfer by investigating a mathematics curriculum that has been designed in the UK to be implemented in an Egyptian classroom context. Findings underscored existing gaps between intended and implemented curriculum that are rooted in a larger diversity of perceptions with regards to philosophies in perceiving mathematics as a subject matter. “ And then you just arrive at zero again": Ways that representations of the number line in board games may support or impede a sense of number Consideration is given to the research suggesting overlap between number sense and spatial reasoning/ability, particularly in terms of visualising and representing a number line and alongside research that suggests students develop these important and rich mathematical ideas before and around schooling, especially in informal ways such as playing ‘ mathematical ’ games. We therefore reviewed some board games and their representations of what could be considered number lines to provoke questions around possible implications for supporting or impeding a sense of number, and suggested future research directions for this exciting topic. although previous teaching experience of Chinese and English mathematics teachers is similar in their group, a Chinese teacher ’ s learning experience is quite di ff erent from an English mathematics teacher. This paper will investigate the impact of ability sets at secondary schools on post 16 resit Mathematics learners ’ long-term attitudes and learning apprehensions at FE colleges. Practices for developing both procedural skills and higher-order skills This study aims to investigate how the design of the productive practices and the inter-actions between teacher and students during the implementation can generate the process of mathematical thinking, thereby supporting the deep procedural learning. A small-scale pilot study has been conducted and some of the preliminary fi ndings are shared in this paper.