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This article reports on an analysis of the process in which knowledge to be taught was transposed into knowledge actually taught, concerning a task including proportional relationships in an algebra setting in a grade 6 classroom. We identified affordances and constraints of the task by describing the mathematical praxeology of the two different types of knowledge exposed, in the task as such and in the activity of the classroom. Through the teacher's explicit process of reasoning, modeling, revising, solving, and repeatedly explaining the task, we found that the transposition of knowledge was seriously affected by the contextualization of the task. Modeling word problems about everyday situations has its limitations and can, as in this case, make the problem unsolvable unless it is accepted as a Btextbook task^disguised as real but adjusted to the norms of school mathematics. Such constraints may obscure mathematical ideas afforded by the task. We conclude that learning opportunities embedded in a task do not necessarily surface when a task is treated in a classroom setting.

This case study explores how 12-13-year-old students encounter proportional reasoning while working with geometric patterning tasks using concrete materials. The focus is on the students' use of spontaneous concepts when first dealing with such patterns in the context of collaborative work. Based on video recordings of a single lesson, a microgenetic analysis was performed to identify students' learning trajectories, starting with students familiarizing themselves with pattern structure, followed by engagement in proportional reasoning, and ending with students perceiving a new technique to handle a situation where proportional reasoning did not suffice. While some student groups were able to move along the whole trajectory, most groups, when facing challenges, regressed to simpler techniques. The results provide new insights into students' learning trajectories, which can be used to support students' progress in the context of student-teacher interaction.

A n n a L u n d b e r g Summary: This article analyses the Stockholm Pride parade as an effective contemporary political stage, built on laughter and festivity. Taking its political point of departure in what is seen as being highly private and intimate, sexuality and the sexed body, the parade turns upside down one of the most central ideas of modernity: the dichotomy of public and private. Combining the theory of carnival laughter with queer theory, the article illustrates the way in which humour and politics work together in this contemporary blend of politics and popular culture.He is young and blonde, with rosy cheeks, bright eyes, and a well-groomed goatee. He appears to be happy, beaming in the sunshine. Slightly chubby, indeed florid, he looks like an old-fashioned Swedish impersonation of the very picture of health. Clothing: Swedish woman's traditional folk outfit, with blue ankle-length skirt, white blouse, and a colourful apron with traditional embroidery. He has dark blue stockings, and a traditional white bonnet on his head. Shoes: dark blue leather, of a sort you would describe as comfortable, usually worn by women over sixty. Looking at him, I think I too should look just like that in a traditional Swedish woman's folk outfit, although without the beard of course. He seems confident when he stares straight into my camera, loudly bursting into song: ''Hallelujah, praise the Lord!'' Placing one foot out in front of the other, grabbing the apron with a coquettish gesture, and at the same time giving the passing girl a flirtatious glance, he has completed the picture of carnival, and its jesting ambivalence. He is extrovert, he is excessive, he is prepared. Someone is giggling in the background. The parade of pride and joy can begin, and I am there to take part in it.

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