Add to ORKGThis paper considers the intra-actions between poststructural theories and mathematics education over the last 40 years and considers how these theories have resulted in different ways to think students, teachers, and knowledge production. I argue that thinking in intra-action with various and different theories can allow us to ask different questions and radically rethink school mathematics
This session will report the findings of a study that explored the beginning transformations in the ...
This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by ...
I argue that we are morally obliged to consider the significant privilege of our lives and the white...
This paper considers the intra-actions between poststructural theories and mathematics education ove...
Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will ...
In this paper, I explore how mathematics education research is always already entangled with and in ...
In this essay, traveling through the past half-century, the authors illustrate how mathematics educa...
The increased recognition of the theory in mathematics education is evident in numerous handbooks, j...
This paper discusses three distinct, yet overlapping and often exchangeable discourses of equity, di...
The purpose of this Forum is to stimulate critical debate in the area of theory use and theory devel...
chapters, 16 prefaces, and 23 commentaries, and, according to the editors, synergizes the efforts of...
This paper describes two researchers engagement with two teachers as they taught a middle grades mat...
This paper is a reflection on a co-teaching experience during the first mathematics methods course o...
There are many actions that can impact the goal of achieving equity in—and access to—school mathemat...
To rethink about our role as researchers of the mathematics education pro- cess could be a way to th...
This session will report the findings of a study that explored the beginning transformations in the ...
This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by ...
I argue that we are morally obliged to consider the significant privilege of our lives and the white...
This paper considers the intra-actions between poststructural theories and mathematics education ove...
Using (post) qualitative methodology located within a critical postmodern theoretical frame, I will ...
In this paper, I explore how mathematics education research is always already entangled with and in ...
In this essay, traveling through the past half-century, the authors illustrate how mathematics educa...
The increased recognition of the theory in mathematics education is evident in numerous handbooks, j...
This paper discusses three distinct, yet overlapping and often exchangeable discourses of equity, di...
The purpose of this Forum is to stimulate critical debate in the area of theory use and theory devel...
chapters, 16 prefaces, and 23 commentaries, and, according to the editors, synergizes the efforts of...
This paper describes two researchers engagement with two teachers as they taught a middle grades mat...
This paper is a reflection on a co-teaching experience during the first mathematics methods course o...
There are many actions that can impact the goal of achieving equity in—and access to—school mathemat...
To rethink about our role as researchers of the mathematics education pro- cess could be a way to th...
This session will report the findings of a study that explored the beginning transformations in the ...
This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by ...
I argue that we are morally obliged to consider the significant privilege of our lives and the white...