Educational Studies in Mathematics

Educational Studies in Mathematics

Vol. 80, n°1-2, mai 2012

Mathematics Education and Contemporary Theory


Mathematics education and contemporary theory: guest editorial, Tony Brown and Margaret Walshaw
Researching research: mathematics education in the Political, Alexandre Pais and Paola Valero
How inconvenient assumptions affect preservice teachers’ uptake of new interactional patterns in mathematics: analysis and aspiration through a bifocal lens, Mary Klein
Critical postmodern theory in mathematics education research: a praxis of uncertainty, David W. Stinson and Erika C. Bullock
Use and exchange value in mathematics education: contemporary CHAT meets Bourdieu’s sociology, Julian Williams
Hating school, loving mathematics: On the ideological function of critique and reform in mathematics education, Sverker Lundin
Differentially positioned language games: ethnomathematics from a philosophical perspective, Gelsa Knijnik
Education and the illusions of emancipation, Luis Radford
Symbolic power, robotting, and surveilling, Ole Skovsmose
Diagram, gesture, agency: theorizing embodiment in the mathematics classroom, Elizabeth de Freitas and Nathalie Sinclair
Opening mathematics texts: resisting the seduction, David Wagner
Finding a voice? Narrating the female self in mathematics, Yvette Solomon
Affective productions of mathematical experience, Margaret Walshaw and Tony Brown
Dispositions in the field: viewing mathematics teacher education through the lens of Bourdieu’s social field theory, Kathleen Nolan
Developing “deliberate analysis” for learning mathematics and for mathematics teacher education: how the enactive approach to cognition frames reflection, Laurinda Brown and Alf Coles
Seeing culture and power in mathematical learning: toward a model of equitable instruction, Victoria Hand
When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology, Melissa Sommerfeld Gresalfi, Jacqueline Barnes and Dionne Cross
The layering of mathematical interpretations through digital media, Nigel Calder

http://www.springerlink.com/content/0013-1954/80/1-2/