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In this article we address the 'educationalization' of authentic marine navigation tasks for upper secondary mathematics classrooms and their potential for students' learning. Our approach is based on boundary crossing and as well as on the distinction between realistic tasks (targeting students' familiarization with the marine navigation practices/tools) and authentic tasks (targeting students' inquiry while engaging in genuine events from the marine navigation practices). Through illustrative episodes we highlight how a didactic sequence of realistic and authentic tasks can facilitate 10th grade students' boundary crossings between the practices of school mathematics and authentic marine navigation.

This study explores teacher educators' (TEs') activity as they support mathematics and science teacher collaboration in co-designing and jointly implementing tasks. We view TEs' activity through the lens of Activity Theory and expansive learning and draw evidence from data generated within the mascil project that linked mathematics and science teaching with workplace situations through inquiry-based teaching. We focus on five TEs' actions and goals, use data from their professional development sessions with teachers and from the TEs' interactions during their own meetings, and highlight the illuminating case of one teacher educator. We trace evidence indicating paths of actions followed by each Teacher Educator and look for indications of their professional learning. Our analysis reveals generic and content-focused actions. All TEs faced different kinds of contradictions and had difficulties handling them. In terms of professional learning, all TEs adapted their prior teacher education practices and appreciated the critical role of epistemological differences between the two disciplines.

The present study explores reasoning and argumentation in Greek mathematics and physics texts in specific topics related to the notion of periodicity. In our study, argumentation is taken as the sequence of the modes of reasoning (MsoR) that an author develops in a text when organizing and presenting new knowledge. Inductive content analysis was applied on 71 thematic units taken from 4 mathematics and 4 physics textbooks, and a coding system of categories and subcategories of MsoR was produced. Our analysis discerned 4 main categories of MsoR: empirical, logical-empirical, nomological, and mathematical; we argue that each mode of reasoning (MoR) plays a different role in conceptualizing aspects of periodicity. Analysis of the sequence of MsoR in two thematic units raised pragmatic considerations on the text understanding in relation to the scientific argumentation discourse and highlights ontological differences in the two subjects when ascending from observations to generalizations. Educational implications of the findings are discussed.

This paper investigates the role of tools in the formation of mathematical practices and the construction of mathematical meanings in the setting of a telecommunication organization through the actions undertaken by a group of technicians in their working activity. The theoretical and analytical framework is guided by the first-generation activity theory model and Leont'ev's work on the three-tiered explanation of activity. Having conducted a 1-year ethnographic research study, we identified, classified, and correlated the tools that mediated the technicians' activity, and we studied the mathematical meanings that emerged. A systemic network was generated, presenting the categories of tools such as mathematical (communicative, processes, and concepts) and non-mathematical (physical and written texts). This classification was grounded on data from three central actions of the technicians' activity, while the constant interrelation and association of these tools during the working process addressed the mathematical practices and supported the construction of mathematical meanings that this group developed from the researchers' perspective. Technicians' emerging mathematical meanings referred to place value, spatial, and algebraic relations and were expressed through personal algorithms and metaphorical and metonymic reasoning. Finally, the educational implications of the findings are discussed.