We report on a series of task-based interviews in which nine mathematicians were asked to evaluate a series of six mathematical arguments, purportedly produced either by fellow mathematicians or undergraduate students. In this paper, we attend to the role of context in mathematicians' responses, leading to four themes in expectations when…

This paper reports on themes that arose in an investigation of university lecturers' views on the teaching of linear algebra. This focus on themes was the initial part of a study concentrating on four areas: What is important to teach in a first course in linear algebra? Are there teaching methods which are particularly suited for such a course?…

Research in psychology and in mathematics education has documented the ubiquity of "intuition traps" -- tasks that elicit non-normative responses from most people. Researchers in cognitive psychology often view these responses negatively, as a sign of irrational behaviour. Others, notably mathematics educators, view them as necessary…