Ahlquist, R. (2001). Critical multicultural mathematics curriculum: Multiple connections through the lenses of race, ethnicity, gender, and social class. In J. E. Jacobs, J. R. Becker, & G. F. Glimer (Eds.), Changing the faces of mathematics: Perspectives on gender (pp. 25–36). Reston, VA: NCTM Publishing.
Adler, J. (2001). Teaching mathematics in multilingual classrooms. Dordrecht, The Netherlands: Kluwer.
Alibali, M. W., & Nathan, M. J. (2012). Embodiment in mathematics teaching and learning: Evidence from students’ and teachers’ gestures. Journal of the Learning Sciences, 21(2), 247–286.
Alliez, É. (2004). The signature of the world: What is Deleuze and Guattari’s philosophy?London: Continuum.
Apple, M. (1999). Power, meaning, and identity: Essays in critical educational studies. New York: Peter Lang.
Applebaum, P. (1999). Target: Number. In S. R. Steinberg, J. L. Kincheloe, & P. H. Hinchey (Eds.), The post-formal reader: Cognition and education (pp. 423–448). London: Falmer Press.
Aristotle. (1986). De anima [On the soul]. (H. Lawson-Trancred, Trans.). New York: Penguin.
Asperger, H. (1944/1991) ‘Autistic psychopathy’ in childhood. In U. Frith (Ed.), Autism and Asperger Syndrome (pp. 37–92). Cambridge: Cambridge University Press. (Original work published 1944)
Asperger, H. (1944). Die ‘autistischen Psychopathen’ im Kindesalter. Archiv für Psychiatrie und Nervenkrankheiten, 117, 76–136.
Atweh, B., Bleicher, R. E., & Cooper, T. J. (1998). The construction of the social context of mathematics classrooms: A sociolinguistic analysis. Journal for Research in Mathematics Education, 29(1), 63–82.
Badiou, A. (2008). Number and numbers. New York: Polity Press.
Bakhtin, M. M. (1952/1986). The problem of speech genres. (V. McGee, Trans.). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60–102). Austin: The University of Texas Press. (Original work published 1952)
Bakker, A., & Hoffmann, M. H. G. (2005). Diagrammatic reasoning as the basis for developing concepts: A semiotic analysis of students’ learning about statistical distribution. Educational Studies in Mathematics, 60, 333–358.
Balacheff, N. (1988). Aspects of proof in pupils’ practice of school mathematics. In D. Pimm (Ed.), Mathematics, teachers and children (pp. 216–235). London: Hodder and Stoughton.
Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93(4), 373–397.
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is – or might be – the role of curriculum materials in teacher learning and instructional reform?Educational Researcher, 25, 6–14.
Barad, K. (2003). Posthumanist performativity: How matter comes to matter. Signs, 28(3), 801–831.
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press.
Barad, K. (2008). Living in a posthumanist material world: Lessons from Schrodinger’s cat. In A. Smelik & N. Lykke (Eds.), Bits of life: Feminism at the intersections of media, bioscience, and technology (pp. 165–176). Seattle: University of Washington Press.
Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: dis/continuities, spacetime enfoldings, and justice-to-come. Derrida Today, 3(2), 240–268.
Barad, K. (2011). Nature’s queer performativity. Critical Humanities and Social Sciences, 19(2), 121–158.
Baron-Cohen, S. (2001). Theory of mind in normal development and autism. Prisme, 34, 174–183.
Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, L. (2001). The autism-spectrum quotient (AQ): Evidence from Asperger Syndrome/high-functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disorders, 31, 5–17.
Baron-Cohen, S., Wheelwright, S., Stone, V., & Rutherford, M. (1999). A mathematician, a physicist and a computer scientist with Asperger Syndrome. Neurocase, 5, 475–483.
Bartolini-Bussi, M., & Boni, M. (2003). Instruments for semiotic mediation in primary school classrooms. For the Learning of Mathematics, 23(2), 12–19.
Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. Chicago: University of Chicago Press.
Baxter, J. A., Woodward, J., Voorhies, J., & Wong, J. (2002). We talk about it, but do they get it?Learning Disabilities Research & Practice, 17, 173–185.
Becker, A. L. (1995). Beyond translation: Essays toward a modern philology. Ann Arbor: University of Michigan Press.
Benbow, C. B. (1987). Possible biological correlates of precocious mathematical reasoning ability. Trends in the Neurosciences, 10, 17–20.
Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
Benwell, B., & Stokoe, E. H. (2006). Discourse and identity. Edinburgh: Edinburgh University Press.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
Bhabha, H. (1994). The location of culture. London: Routledge.
Bhabha, H. (2003). A statement for the Critical Inquiry board. Critical Inquiry, 30(2).
Bishop, A. J. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht, The Netherlands: Kluwer.
Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school cases of teaching and learning. Portsmouth, NH:Heinemann.
Bochicchio, D., Cole, S., Ostein, D., Rodriguez, V., Staples, M., Susia, P., & Truxan, M. (2009). Shared language. Mathematics Teacher, 102(8), 606–613.
Boi, L. (2004). Questions regarding Husserlian geometry and phenomenology. A study of the concept of manifold and spatial perception. Husserl Studies, 20, 207–267.
Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding difference. In P. P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social change (pp. 110–136). New York: Routledge-Falmer.
Borgioli, G. M. (2008). A critical examination of learning disabilities in mathematics: Applying the lens of ableism. Journal of Thought, 43(12), 131–147.
Bostock, D. (2009). The philosophy of mathematics: An introduction. Oxford: Wiley-Blackwell.
Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society and culture. Thousand Oaks, CA: Sage Publications.
Brantlinger, E. (2001). Poverty, class, and disability: A historical, social, and political perspective. Focus on Exceptional Children, 33(7), 1–19.
Brantlinger, E. (2004). Confounding the needs and confronting the norms: An extension of Reid and Valle’s essay. Journal of Learning Disabilities, 37(6), 490–499.
Bremigan, E. G. (2001). Dynamic diagrams. Mathematics Teacher, 94(7), 566–574.
Bremigan, E. G. (2005). An analysis of diagram modification and construction in students’ solutions to applied calculus problems. Journal of Research in Mathematics Education, 36(3), 248–277.
Breyfogle, M. L., McDuffie, A. M., & Wohlhuter, K. A. (2010). Developing curricular reasoning for grades preK–12 mathematics instruction. In B. Reys, R. E. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions. NCTM 2010 Yearbook (pp. 307–320). Reston, VA: NCTM Publishing.
Briggs, C. L. (1993). Metadiscursive practices and scholarly authority in folkloristics. Journal of American Folklore, 106(422), 387–434.
Brouwer, L. E. J. (1952). Historical background, principles and methods of intuitionism. South African Journal of Science, 49, 139–146.
Brown, J. R. (2008). Philosophy of mathematics: A contemporary introduction to the world of proofs and pictures(2nd ed.). New York: Routledge.
Brown, T., & McNamara, O. (2011). Becoming a mathematics teacher: Identity and identifications. New York: Springer.
Brown, S. I., & Walter, M. I. (1983). The art of problem posing. Philadelphia: Franklin Institute Press.
Burbules, N. C. (2006). Rethinking the virtual. In J. Weiss, J. Nolan & P. Trifonas (Eds.), The international handbook of virtual learning environments (pp. 37–58). Dordrecht: The Netherlands: Springer.
Burton, L. (1999). Why is intuition so important to mathematicians but missing from mathematics education? For the Learning of Mathematics, 19(3), 27–32.
Butler, J. (1993). Bodies that matter. New York: Routledge.
Butler, J. (1997). The psychic life of power: Theories in subjection. Stanford, CA: Stanford University Press.
Cavaillès, J. (1970). Logic and the theory of science. In J. J. Kockelmans & T. J. Kisiel (Eds.), Phenomenology and the natural sciences (pp. 353–409). Evanston, IL: Northwestern University Press.
Ceglowski, D. (2002). Research as relationship. In D. K. Denzin & Y. S. Lincoln (Eds.), The qualitative inquiry reader (pp. 5–24). Thousand Oaks, CA: Jossey-Bass.
Châtelet, G. (1993/2000). Figuring space: Philosophy, mathematics, and physics. (R. Shore & M. Zagha, Trans.). Dordrecht, The Netherlands: Kluwer. (Original work published as Les enjeux du mobile, 1993)
Châtelet, G. (2006). Interlacing the singularity, the diagram and the metaphor. In S. B. Duffy (Ed. and Trans.), Virtual mathematics: The logic of difference (pp. 31–45). Manchester: Clinamen.
Cheah, P. (2010). Non-dialectical materialism. In D. Coole & S. Frost (Eds.), New materialisms: Ontology, agency, and politics (pp. 70–91). London: Duke University Press.
Christensen, O. R., Stentoft, D., & Valero, P. (2008). Power distributions in the network of mathematics education practices. In E. de Freitas & K. Nolan (Eds.), Opening the research text: Critical insights and in(ter)ventions into mathematics (pp. 147–154). New York: Springer.
Christie, F., & Martin, J. R. (Eds.). (2007). Language, knowledge and pedagogy: Linguistic and sociological perspectives. London: Continuum International Publishing Group.
Clagett, M. (1968). Nicole Oresme and the medieval geometry of qualities and motions. Madison: The University of Wisconsin Press.
Clandinin, D. J., & Connelly, F. M. (1995). Teacher’s professional knowledge landscapes. New York: Teachers College Press.
Clandinin, D. J., and Connelly, F. M., (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.
Clements, D. H., & Sarama, J. (Eds.). (2004). Hypothetical learning trajectories [Special issue]. Mathematical Thinking and Learning, 6(2), 163–184.
Clough, P. (2002). Narratives and fictions in educational research. Philadelphia: Open University Press.
Coates, J. (1996). Women talk. Oxford: Blackwell.
Coates, J. (2003). Men talk. Oxford: Blackwell.
Cole, A. L., & Knowles, J. G. (2003). Provoked by art: Theorizing arts-informed inquiry. Lanham, MD: Rowman & Littlefield.
Colebrook, C. (2008). Bourgeois thermodynamics. In I. Buchanan & N. Thoburn (Eds.), Deleuze and politics (pp.121–138). Edinburgh: Edinburgh University Press.
Colebrook, C. (2013). Modernism without women: The refusal of becoming-woman (and post-feminism). Deleuze Studies, 7(4), 427–455.
Combes, M. (2013). Gilbert Simondon and the philosophy of the transindividual. (T. Lamarre, Trans.). Cambridge, MA: MIT Press.
Confrey, J., Maloney, A., Nguyen, K., Mojica, G., & Myers, M. (2009). Equipartitioning/splitting as a foundation of rational number reasoning. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME 33) (Vol. 1, pp. 345–352). Thessaloniki, Greece: PME.
Coole, D., & Frost, S. (Eds.). (2010). New materialisms: Ontology, agency, and politics. London: Duke University Press.
Coxeter, H. S. M. (1974). Projective geometry (2nd ed.). Toronto: University of Toronto Press.
Crary, J. (1990). Techniques of the observer: On vision and modernity in the nineteenth century. Cambridge, MA:MIT Press.
Crowe, M. (1985). A history of vector analysis: The evolution of the idea of a vectorial system. New York: Dover Publications.
Cutler, A., & MacKenzie, I. (2011). Bodies of learning. In L. Guillaume & J. Hughes (Eds.), Deleuze and the body (pp. 53–72). Edinburgh: Edinburgh University Press.
Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education, 34(2), 137–167.
Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented (5th ed.). Boston: Pearson Education.
de Freitas, E. (2004a). Pre-service teachers and the re-inscription of whiteness: Disrupting dominant cultural codes through textual analysis. Teaching Education, 16(2), 151–164
de Freitas, E. (2004b). Plotting intersections along the political axis: The interior voice of dissenting mathematics teachers. Educational Studies in Mathematics, 55, 259–274.
de Freitas, E. (2008a). Troubling teacher identity: Preparing mathematics teachers to teach for diversity. Teaching Education, 19(1), 43–55.
de Freitas, E. (2008b). Enacting identity through narrative: Interrupting the procedural discourse in mathematics classrooms. In T. Brown (Ed.), The psychology of mathematics education: A psychoanalytic displacement (pp. 139–155). Rotterdam, The Netherlands: Sense Publishers.
de Freitas, E. (2012a). The classroom as rhizome: New strategies for diagramming knotted interaction. Qualitative Inquiry, 18(7), 557–570.
de Freitas, E. (2012b). The diagram as story: Unfolding the event-structure of the mathematical diagram. For the Learning of Mathematics, 32(2), 27–33
de Freitas, E. (2012c). What were you thinking? A Deleuzian/Guattarian analysis of communication in the mathematics classroom. Educational Philosophy and Theory, 45(3), 287–300.
de Freitas, E. (2013). The mathematical event: Mapping the axiomatic and the problematic in school mathematics. Studies in Philosophy and Education, 32(6), 581–599.
de Freitas, E., & McCarthy, M. (2012). (Dis)orientation and spatial sense: Topological thinking in the middle grades. Paper presented at CERME 8, Working Group 4: Geometrical Thinking, Manavgat-Side, Antalya–Turkey.
de Freitas, E., & Sinclair, N. (2012). Diagram, gesture, agency: Theorizing embodiment in the mathematics classroom. Educational Studies in Mathematics, 80, 133–152.
de Freitas, E. & Zolkower, B. (2009). Using social semiotics to prepare mathematics teachers to teach for social justice. Journal of Mathematics Teacher Education, 12(3), 187–203.
de Freitas, E., & Zolkower, B. (2011). Developing teacher capacity to explore non-routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education, 13(3), 229–247.
Delanda, M. (2006). A new philosophy of society: Assemblage theory and social complexity. London & New York: Continuum.
Delanda, M. (2008). Deleuze, materialism and politics. In I. Buchanan & N. Thoburn (Eds.), Deleuze and politics (pp. 160–177). Edinburgh: Edinburgh University Press.
Deleuze, G. (1984). Kant’s critical philosophy: The doctrine of the faculties. Minneapolis: University of Minnesota Press.
Deleuze, G. (1990). The logic of sense. (M. Lester, Trans.). New York: Columbia University Press.
Deleuze, G. (1993). The fold: Leibniz and the Baroque. Minneapolis: Regents of the University of Minnesota Press.
Deleuze, G. (1994). Difference and repetition. (P. Patton, Trans.). New York: Columbia University Press.
Deleuze, G. (2001). Pure immanence: Essays on a life. (J. Rajchman, Trans.). New York: Zone Books.
Deleuze, G. (2003). Francis Bacon: The logic of sensation. (D. W. Smith, Trans.). Minneapolis: University of Minnesota Press.
Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Minneapolis: University of Minnesota Press.
Derrida, J. (1974). Of grammatology. Baltimore: Johns Hopkins University Press.
Dewey, J. (1902). The child and the curriculum. In L. A. Hickman & T. M. Alexander (Eds.), The essential Dewey (Vol. 1, pp. 236–245). Chicago: University of Chicago Press.
Dietiker, L. (2012). The mathematics textbook as story: A literary approach to interrogating mathematics curriculum. (Unpublished PhD dissertation). Michigan State University, East Lansing, MI.
Diezmann, C. M., & English, L. D. (2001). Promoting the use of diagrams as tools for thinking. In A. A. Cuoco (Ed.), 2001 National Council of Teachers of Mathematics yearbook: The role of representation in school mathematics (pp. 77–89). Reston, VA: NCTM Publishing.
Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London: The Falmer Press.
Doxiadis, A. (2004, June 11). The mystery of the black knight’s Noetherian ring. Keynote address at the Fields Symposium on online mathematical investigation as a narrative experience, University of Western Ontario.
Doxiadis, A., & Mazur, B. (Eds.). (2011). Circles disturbed: The interplay of mathematics and narrative. Princeton: Princeton University Press.
Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject matter context. Journal of Curriculum Studies, 33(1), 1–23.
Dreyfus, T., & Eisenberg, T. (1986). On the aesthetics of mathematical thought. For the Learning of Mathematics, 6(1), 2–10.
Driscoll, M. (2003). The sound of problem solving. In H. L. Schoen & R. I. Charles (Eds.), Teaching mathematics through problem solving: Grades 6–12 (pp. 161–175). Reston, VA: NCTM Publishing.
Dunn, T. K. (2005). Engaging prospective teachers in critical reflection: Facilitating a disposition to teach mathematics for diversity. In A. Rodriguez & R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 143–158). Mahwah, NJ: Lawrence Erlbaum.
Dupuis, J. (2012). Gilles Deleuze, Félix Guattari et Gilles Châtelet. Paris: Harmattan.
Dürrenmatt, F. (1989). Durcheinandertal. Zürich: Diogenes.
Eide, B. L., & Eide, F. F. (2011). The dyslexic advantage: Unlocking the hidden potential of the dyslexic brain. New York: Penguin.
Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Lanham, MD: Altamira Press.
Ellis, C., & Bochner, A. P. (2000). Auto-ethnographic inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (pp. 733–768). Thousand Oaks, CA: Sage Publications.
Ellis, C., and Bochner, A.P., (2002). Ethnographically speaking. Lanham, MD: Altamira Press.
Ernest, P. (1991). The philosophy of mathematics education. London: Routledge-Falmer.
Ernest, P. (1998). Social constructivism as a philosophy of mathematics. Albany, NY: State University of New York Press.
Fairclough, N. (1993). Linguistic and intertextual analysis within discourse analysis. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 183–212). New York: Routledge.
Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New York: Routledge.
Felman, S. (1990). Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge, MA: Harvard University Press.
Ferrara, F., Pratt, D., & Robutti, O. (2006). The role and uses of technologies for the teaching of algebra and calculus. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education (pp. 237–273). Rotterdam, The Netherlands: Sense Publishers.
Ferrara, F. & Nemirovsky, R. (2005). Connecting talk, gesture, and eye motion for the microanalysis of mathematics learning. In H. L. Chick, & J. L. Vincent, (Eds.). Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 138–142. Melbourne: PME.
Ferrara, F., & Savioli, K. (2009). Why could not a vertical line appear? Imagining to stop time. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME 33) (Vol. 3, pp. 33–40). Thessaloniki, Greece: PME.
Feser, E. (2010). The last superstition: A refutation of the new atheism. South Bend, IN: Saint Augustine’s Press.
Fitzgerald, M. (2000) Is the cognitive style of the persons with the Asperger’s Syndrome also a ‘mathematical style’?, Journal of Autism and Developmental Disorders, 30(2), 175–176.
Fitzgerald, M. (2002). Asperger’s Disorder and mathematicians of genius. Journal of Autism and Developmental Disorders, 32(1), 59–60.
Fitzgerald, M. (2004). Autism and creativity: Is there a link between autism in men and exceptional ability?London: Routledge.
Fomin, D., Genkin, S., & Itenberg, I. (1996). Mathematical circles (Russian Experience). Providence, RI: American Mathematical Society.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Appleton, A. C. (2002). Explicitly teaching for transfer: Effects on the mathematical problem-solving performance of students with mathematics disabilities. Learning Disabilities Research & Practice, 17, 90–106.
Fuson, K. C. (1988). Children’s counting and concepts of number. New York: Springer.
Gallese, V., & Lakoff, G. (2005). The brain’s concepts: The role of the sensory-motor system in conceptual knowledge. Cognitive Neuropsychology, 21, 1–25.
Gates, P. (2002). Issues of equity in mathematics education: Defining the problem, seeking solutions. In L. Haggarty (Ed.), Teaching mathematics in secondary schools (pp. 211–228). London: Routledge-Falmer.
Gee, J. P. (1991). A linguistic approach to narrative. Journal of Narrative and Life History, 1, 15–39.
Gee, J. P. (2005). An introduction to discourse analysis. London & New York: Routledge.
Gifford, S. (2006). Dyscalculia: Myths and models. Research in Mathematics Education, 8, 35–51.
Gleick, J. (1987). Chaos: Making a new science. London: Penguin Publishing.
Goguen, J. (1991). A categorical manifesto. Mathematical Structures in Computer Science 1(1), 49–67.
Gough, N. (2004). RhizomANTically becoming-cyborg: Performing posthuman pedagogies. Educational Philosophy and Theory, 36, 253–265.
Goodley, D. (2009). Bringing the psyche back into disability studies: The case of the body with/out organs. Journal of Literary & Cultural Disability Studies, 3(3), 257–272.
Grawemeyer, B. & Cox, R. (2008). The effects of users’ background diagram knowledge and task characteristics upon information display selection. In G. Stapleton, J. Howse, & J. Lee (Eds.), Diagrammatic Representation and Inference, 5th International Conference, Diagrams 2008, Proceedings (pp. 321–334). Lecture Notes in Computer Science 5223. Berlin & Heidelberg: Springer.
Greiffenhagan, C. (in press). The materiality of mathematics: Presenting mathematics at the blackboard. British Journal of Sociology.
Grosz, E. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington: Indiana University Press.
Grosz, E. A. (Ed.). (1999). Becomings: Explorations in time, memory and futures. Ithaca, NY: Cornell University Press.
Grosz, E. A. (2001). Architecture from the outside: Essays on virtual and real space. Cambridge, MA: MIT Press.
Grosz, E. (2010). Political matters: Feminism, materialism, and freedom. In D. H. Coole & S. Frost (Eds.), New materialisms: Ontology, agency, and politics (pp. 139–157). Durham, NC: Duke University Press.
Gutstein, E. (2000). Increasing equity: Challenges and lessons from a state systemic initiative. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity (pp. 25–36). Reston, VA: NCTM Publishing.
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.
Hacking, I. (2013). Why is there philosophy of mathematics at all? In M. Pitici & D. Mumford (Eds.), The best writing on mathematics 2012 (pp. 234–254). Princeton: Princeton University Press.
Hadamard, J. (1945). The psychology of invention in the mathematical field. Princeton: Princeton University Press.
Hall, S. (1996). Introduction: Who needs identity? In S. Hall & P. de Guy (Eds.), Questions of cultural identity (pp. 1–17). London: Sage Publications.
Hallahan, D. P., & Mock, D. R. (2006). A brief history of the field of learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 16–29). New York: The Guilford Press.
Halliday, M. A. K. (1985). An introduction to functional grammar. Victoria, Australia: Edward Arnold.
Halliday, M. A. K. (1991). Towards probabilistic interpretations. In E. Ventola (Ed.), Trends in Linguistics Studies and Monographs: Vol. 55. Functional and systemic linguistics approaches and uses (pp. 39–61). Berlin: Mouton de Gruyter.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116.
Halliday, M. A. K. (2007). The notion of ‘context’ in language education. In J. J. Webster (Ed.), Language and education (pp. 269–290). London: Continuum Press.
Hardy, G. H. (1929). Mathematical proof. Mind, New Series, 38(149), 1–25.
Hardy, G. H. (1940). A mathematician’s apology. Cambridge: Cambridge University Press.
Harroway, D. (2008). When species meet. Minneapolis: University of Minnesota Press.
Healy, L., & Fernandes, S. H. A. A. (2011). The role of gestures in the mathematical practices of those who do not see with their eyes. Educational Studies in Mathematics, 77, 157–174.
Healy, L., & Powell, A. (2013). Understanding and overcoming ‘disadvantage’ in learning mathematics. In M. A. Clements, A. Bishop, C. Keitel-Kreidt, J. Kilpatrick, & F. K.-S. Leung (Eds.), Third international handbook of mathematics education (pp. 69–100). Berlin: Springer.
Hehir, T. (2005). New directions in special education: Eliminating ableism in policy and practice. Cambridge, MA: Harvard Education Press.
Heidegger, M. (1977). Sein und Zeit [Being and time]. Tübingen, Germany: Max Niemeyer.
Henry, M. (2000). Incarnation: Une philosophie de la chair [Incarnation: A philosophy of the flesh]. Paris: Éditions du Seuil.
Henry, M. (2005). Voir l’invisible: Sur Kandinsky [Seeing the invisible: On Kandinsky]. Paris: Presses Universitaires de France.
Herbel-Eisenmann, B. (2007). From intended curriculum to written curriculum: Examining the ‘voice’ of a mathematics textbook. Journal for Research in Mathematics Education, 38, 344–369.
Herbel-Eisenmann, B., & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. Educational Studies in Mathematics, 75(1), 43 – 63.
Herbst, P. (2002). Establishing a custom of proving in American school geometry: Evolution of the two-column proof in the early twentieth century. Educational Studies in Mathematics, 49(3), 283–312.
Hersh, R. (1997). What is mathematics, really?New York: Oxford University Press.
Hersh, R., & John-Steiner, V. (2011). Loving and hating mathematics: Challenging the myths of mathematical life. Princeton: Princeton University Press.
Hewitt, D. (1999). Arbitrary and necessary: A way of viewing the mathematics curriculum. For the Learning of Mathematics, 19(3), 2–9.
Hickey-Moody, A. (2009). Little war machines: Posthuman pedagogy and its media. Journal of Literary & Cultural Disability Studies, 3(3), 273–280.
Hoffmann, M. H. G. (2005). Signs as means for discoveries: Peirce and his concepts of ‘diagrammatic reasoning,’ ‘theorematic deduction,’ ‘hypostatic abstraction,’ and ‘theoric transformation’. In M. H. G. Hoffmann, J. Lenhard, & F. Seeger (Eds.), Activity and sign: Grounding mathematics education (pp. 45–56). New York: Springer.
Hooks, B. (2000). Where we stand: Class matters. New York: Routledge University.
Hughes, M. (1986). Children and number: Difficulties in learning mathematics. Oxford: Blackwell.
Husserl, E. (2001). Analysis concerning passive and active synthesis: Lectures on transcendental logic. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
Hwang, S., & Roth, W.-M. (2011). Scientific and mathematical bodies: The interface of culture and mind. Rotterdam, The Netherlands: Sense Publishers.
Ilyenkov, E. V. (1977). Dialectical logic. Moscow: Progress Publishers.
Ingold, T. (2007). Lines: A brief history. Abingdon, Oxon: Routledge.
Ingold, T. (2008). When ANT meets SPIDER: Social theory for arthropods. In C. Knappett & L. Malafouris (Eds.), Material agency: Towards a non-anthropocentric approach (pp. 209–215). New York: Springer.
Ingold, T. (2010). Bringing things to life: Creative entanglements in a world of materials (NCRM Working Paper). University of Manchester: Realities/Morgan Centre.
Ingold, T. (2011). Being alive: Essays on movement, knowledge and description. London: Routledge.
Ivins, W. (1938/1975). On the rationalization of sight. New York: Da Capo Press. (Original work published 1938)
Ivins, W. M., Jr., (1945/1964). Art and geometry: A study of space intuitions. New York: Dover Publications. (Original work published 1945)
Jackiw, N. (1991, 2001). The Geometer’s SketchpadSoftware. Emeryville, CA: Key Curriculum Press.
Jackiw, N. (2006). Mechanism and magic in the psychology of dynamic geometry. In N. Sinclair, D. Pimm, & W. Higginson (Eds.), Mathematics and aesthetics: New approaches to an ancient affinity (pp. 145–159). New York: Springer.
Jackiw, N., & Sinclair, N. (2009). Sounds and pictures: Dynamism and dualism in dynamic geometry. ZDM: The International Journal on Mathematics Education, 41, 413–426.
Jaffe, A., & Quinn, F. (1993). Theoretical mathematics: Toward a cultural synthesis of mathematics and theoretical physics. Bulletin of the American Mathematical Society, 29(1), 1–13.
Jaffe, A. & Quinn, F. (1994). Response to comments on ‘theoretical mathematics’. Bulletin of the American Mathematical Society, 30(2), 208–211.
James, I. (2002). Remarkable mathematicians: From Euler to von Neumann. Cambridge:The Mathematical Association of America/Cambridge University Press.
James, I. (2003). Autism in mathematicians. The Mathematical Intelligencer, 25(4), 62–65.
James, I. (2004). Remarkable physicists: From Galileo to Yukawa. Cambridge: Cambridge University Press.
Jaworski, A., & Coupland, N. (Eds.). (1993). The discourse reader. New York: Routledge.
Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis: Studies from the first generation (pp. 13–23). Philadelphia: John Benjamins.
Jullien, C. (2008). Esthétique et mathématiques: Une exploration goodmanienne. Rennes, France: Presses Universitaires de Rennes.
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.
Kastberg, S., Norton, A., & Klerlein, J. (2009). Trusting students. Mathematics Teaching in the Middle School, 17, 423–429.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: The National Academies Press.
Kirby, V. (2011). Quantum anthropologies: Life at large. Durham, NC: Duke University Press.
Kittler, F. (1999). Gramophone, film, typewriter. Stanford, CA: Stanford University Press.
Klibansky, R., Panofsky, E., & Saxl, F. (1964). Saturn and melancholy: Studies in the history of natural philosophy, religion and art. London: Nelson.
Kline, M. (1953). Mathematics in Western culture. London: George Allen and Unwin.
Knoespel, K. (2000). Introduction: Diagrammatic writing and the configuration of space. In G. Châtelet, Figuring space (pp. ix–xxiii). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Krause, R., & Rölli, M. (2008). Micropolitical associations. In I. Buchanan & N. Thoburn (Eds.), Deleuze and politics (pp.240–254). Edinburgh: Edinburgh University Press.
Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art. (T. Gora, A. Jardine, Trans. & L. S. Roudiez, Ed.). New York: Columbia Press.
Krull, W. (1930/1987). The aesthetic viewpoint in mathematics. The Mathematical Intelligencer, 9(1), 48–52. (Original work published 1930)
Labov, W. (2006). Narrative pre-construction. Narrative Inquiry, 16(1), 37–45.
Labov, W., & Waletzky, J. (1967). Narrative analysis. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12–44). Seattle, WA: Washington University Press.
Lakatos, I. (1976). Proofs and refutations: The logic of mathematical discovery. J. Worrall & E. Zahar (Eds.). Cambridge: Cambridge University Press.
Lakatos, I. (1978). Mathematics, science and epistemology: Philosophical papers (Vol. 2). J. Worral, & G. Currie (Eds.). Cambridge: Cambridge University Press.
Lakoff, G., & Núñez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York: Basic Books.
Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27(1), 29–64.
Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63–84.
Lather, P. (2007). Getting lost: Feminist efforts toward a double(d) science. New York: SUNY Press.
Latour, B. (1990). Drawing things together. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 19–68). Cambridge, MA: MIT Press.
Latour, B. (1993). We have never been modern. Cambridge, MA: Harvard University Press.
Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lecercle, J-J. (2002). Deleuze and language. Basingstoke: Palgrave Macmillan.
Leikin, R. (2009). Multiple proof tasks: Teacher practice and teacher education. In F. Lin, F. Hsieh, G. Hanna, & M. de Villers (Eds.), Proceedings of the ICMI Study-19 Conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 31–36). Taipei: ICMI.
Leikin, R., Berman, A., & Koichu, B. (Eds.). (2009). Creativity in mathematics and the education of gifted students. Rotterdam, The Netherlands: Sense Publishers.
Lemke, J. (2000). Opening up closure: Semiotics across scales. In J. Chandler & G. V. D. Vijver (Eds.), Closure: Emergent organizations and their dynamics (pp. 100–111). New York: New York Academy of Science Press.
Lemke, J. (2002). Ideology, intertextuality and the communication of science. In P. H. Fries, M. Cummings, D. Lockwood, & W. Spruiell (Eds.), Relations and functions within and around language (pp. 32–55). New York: Continuum.
Leonard, J., & Jackson Dantley, S. (2005). Breaking through the ice: Dealing with issues of diversity in mathematics and science education courses. In A. Rodriguez & R. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy (pp. 87–118). Mahwah, NJ: Lawrence Erlbaum.
Leont’ev, A. N. (1978). Activity, consciousness, and personality. New Jersey: Prentice-Hall.
Lerman. S. (2005, May 27). Identity in mathematics education. Keynote presentation at The Canadian Mathematics Education Study Group, University of Ottawa.
Linton, S. (1998). Claiming disability: Knowledge and identity. New York: New York University Press.
Lockhart, P. (2009). A mathematician’s lament: How school cheats us out of our most fascinating and imaginative art form. New York: Bellevue Literary Press.
Loveland, K. (1991). Social affordances and interaction: Autism and the affordances of the human environment. Ecological Psychology, 3(2), 99–119.
Lundin, S. (2011). Hating school, loving mathematics: On the ideological function of critique and reform in mathematics education. Educational Studies in Mathematics, 80(1), 73–85.
MacLure, M. (2010, May 4). Facing Deleuze: Affect in education and research. Presentation at The American Educational Research Association, Denver, CO.
Malafouris, L. (2008). Between drains, bodies and things: Tectonoetic awareness and extended self. Philosophical Transactions of the Royal Society B, 363, 1993–2002.
Malloy, C. (2004). Equity in mathematics education is about access. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics (pp. 1–14). Reston, VA: NCTM Publishing.
Manning, E. (2009). Relationscapes: Movement, art, philosophy. Cambridge, MA: MIT Press.
Manning, E., &
Massumi, B. (
2010, November 11). Coming alive in a world of texture: For neurodiversity. Keynote presentation at the Thinking – Resisting – Reading the Political Conference, Giessen, Germany. Retrieved from
http://www.youtube.com/watch?v=DqUaEcO30T0 Marion, J.-L. (2002). Being given: Toward a phenomenology of givenness. Stanford, CA: Stanford University Press.
Marion, J.-L. (2004). The crossing of the visible. Stanford, CA: Stanford University Press.
Marschark, M., Spencer, P. E., Adams, J., & Sapere, P. (2011). Evidence-based practice in educating deaf and hard-of-hearing children: Teaching to their cognitive strengths and needs. European Journal of Special Needs Education, 26, 3–16.
Marsh, M. (2002). Examining the discourses that shape our teacher identities. Curriculum Inquiry, 32(4), 453–469.
Martin, J. R. (1993). Genre and literacy: Modeling context in educational linguistics. Annual Review of Applied Linguistics, 13, 141–172.
Martin, J. R. (2007). Construing knowledge: A functional linguistic perspective. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy: Linguistic and sociological perspectives (pp. 34–64). London: Continuum International Publishing Group.
Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC: Duke University Press.
Maturana, H. R., & Varela, F. J. (1987). The tree of knowledge: The biological roots of human understanding. Boston: Shambhala.
McCrink, K., & Spelke, E. S. (2010). Core multiplication in childhood. Cognition, 116(2), 204–216.
McCullough, W. S. (1965). Embodiments of mind. Cambridge, MA: MIT Press.
McNeill, D. (2001). Analogic/analytic representations and cross-linguistic differences in thinking for speaking. Cognitive Linguistics, 11, 43–60.
McNeill, D. (2003). Pointing and morality in Chicago. In S. Kita (Ed.), Pointing: Where language, culture and cognition meet (pp. 139–170). Mahwah, NJ: Erlbaum.
McNeill, D. (2005). Gesture and thought. Chicago: University of Chicago Press.
Mendick, H. (2006). Masculinities in mathematics. Maidenhead, UK: Open University Press.
Merleau-Ponty, M. (1945). Phenomenologie de la perception [Phenomenology of perception]. Paris: Gallimard.
Merleau-Ponty, M. (1962/2004). Excerpt from Phenomenology of perception. (K. Paul, Trans.). In T. Baldwin (Ed.), Basic Writings. New York: Routledge.
Miller, J. (1992). Teachers, autobiography, and curriculum: Critical and feminist perspectives. In B. B. Swadner & S. Kessler (Eds.), Reconceptualizing the early childhood curriculum (pp. 103–122). New York: Teachers College Press.
Mitchell, W. J. T. (2001). Seeing disability [Special issue]. Public Culture, 13(3), 391–397.
Molland, G. (1991/1995). Implicit versus explicit geometrical methodologies: The case of construction. In G. Molland, Mathematics and the medieval ancestry of physics (pp. 181–196). Brookfield, VT: Variorum. (Original work published 1991)
Morgan, C. (2005). Words, definitions and concepts in discourses of mathematics teaching and learning. Language and Education, 19(2), 103–117.
Morgan, C. (2006). What does social semiotics have to offer mathematics education research?Educational Studies in Mathematics, 61, 219–245.
Moses, R. P., & Cobb, C. E. (2001). Radical equations: Civil rights from the Mississippi to the Algebra Project. Boston: Beacon Press.
Movshovitz-Hadar, N. (1988). School mathematics theorems: An endless source of surprise. For the Learning of Mathematics, 8(3), 34–39.
Mukhopadhyay, S., & Greer, B. (2001). Modeling with purpose: Mathematics as a critical tool. In B. Atweh, H. Forgasz, & B. Nebres (Eds.), Socio-cultural research on mathematics education: An international perspective (pp. 295–312). Mahwah, NJ: Lawrence Erlbaum.
Munn, P., & Reason, R. (2007). Arithmetic difficulties: Developmental and instructional perspectives. Educational and Child Psychology, 24(2), 5–14.
Nagel, T. (2012). Mind and cosmos: Why the materialist neo-Darwinian conception of nature is almost certainly false. New York: Oxford University Press.
Nancy, J.-L. (2007). Listening. New York: Fordham University Press.
Nemirovsky, R. (2003). Three conjectures concerning the relationship between body activity and understanding mathematics. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (PME 27) (Vol. 1, pp. 103–135). Honolulu: PME.
Nemirovsky, R., & Ferrara, F. (2009). Mathematical imagination and embodied cognition. Educational Studies in Mathematics, 70, 159–174.
Nemirovsky, R., Rasmussen, C., Sweeney, G., & Wawro, M. (2012). When the classroom floor becomes the complex plane: Addition and multiplication as ways of bodily navigation. Journal of the Learning Sciences, 21(2), 287–323.
Netz, R. (1999). The shaping of deduction in Greek mathematics: A study in cognitive history. Cambridge: Cambridge University Press.
Netz, R. (2009). Ludic proof: Greek mathematics and the Alexandrian aesthetic. New York: Cambridge University Press.
Netz, R., Noel, W., Wilson, N., & Tchernetska, N. (2011). The Archimedes palimpsest (Vols. 1–2). Cambridge: Cambridge University Press.
Niremberg, D., & Niremberg, R. (2011). Badiou’s number: A critique of mathematical ontology. Critical Inquiry, 37(4), 583–614.
Novick, L. R. (2004). Diagram literacy in preservice math teachers, computer science majors, and typical undergraduates: The case of matrices, networks, and hierarchies. Mathematical Thinking and Learning, 6, 307–342.
Nunes, T. (2004). Teaching mathematics to deaf children. London: Whurr Publishers.
Núñez, R. (2006). Do real numbers really move? Language, thought, and gesture: The embodied cognitive foundations of mathematics. In R. Hersh (Ed.), 18 unconventional essays on the nature of mathematics (pp. 160–181). New York: Springer.
Núñez, R., Edwards, L., & Matos, J. F. (1998). Embodied cognition as grounding for situatedness and context in mathematics education. Educational Studies in Mathematics, 39, 45–65.
Nunokawa, K. (2001). Surprises in mathematics lessons. For the Learning of Mathematics, 21(3), 43–50.
Nunokawa, K. (2004). Solvers’ making of drawings in mathematical problem solving and their understanding of the problem situations. International Journal of Mathematical Education in Science and Technology, 35, 173–183.
Nunokawa, K. (2006). Using drawings and generating information in mathematical problem solving processes. Journal of Mathematics, Science and Technology Education, 2(3), 33–54.
O’Halloran, K. L. (2005). Mathematical discourse: Language, symbolism and visual images. London & New York: Continuum.
O’Halloran, K. L. (2010). The semantic hyperspace: Accumulating mathematical knowledge across semiotic resources and modes. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 217–236). London & New York: Continuum.
O’Halloran, K. L., & Smith, B. A. (2011). Multimodal studies. In K. L. O’Halloran & B. A. Smith. (Eds.), Multimodal studies: Exploring issues and domains (pp. 1–13). London & New York: Routledge.
Ober, J. (
2007).
The original meaning of ‘democracy’: Capacity to do things, not majority rule (Princeton/Stanford Working Papers in Classics). Retrieved from
http://ssrn.com/abstract=1024775 Olive, J., & Steffe, L. (2002). Schemes, schemas and director systems (An integration of Piagetian scheme theory with Skemp’s model of intelligent learning). In D. O. Tall & M. O. J. Thomas (Eds.), Intelligence, learning and understanding in mathematics: A tribute to Richard Skemp (pp. 97–130). Flaxton, QLD: Post Pressed.
Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.
Otte, M. (2005). Mathematics, sign and activity. In M. H. G. Hoffman, J. Lenhard, & F. Seeger (Eds.), Activity and sign: Grounding mathematics education (pp. 9–22). New York: Springer.
Overboe, J. (2001). A critique of the ableist model of disability as lack. Paper presented at the Society for Literature and Science Conference 2001: Technologies, Bodies, Narratives: The Accountability of Scientific and Medical Practices Session, Buffalo, NY.
Overboe, J. (2007a). Ableist limits on self-narration: The concept of post-personhood. In V. Raoul, C. Canam, A. Henderson, & C. Paterson (Eds.), Unfitting stories: Narrative approaches to disease, disability, and trauma (pp. 175–182). Waterloo: Wilfrid Laurier University Press.
Overboe, J. (2007b). Disability and genetics: Affirming the bare life (the state of exception). In S. J. Reuters & K. Neves-Graca (Eds.), Genes and society: Looking back on the future [Special issue]. Canadian Review of Sociology and Anthropology, 44(2), 219–235.
Overboe, J. (2007c). Vitalism: Subjectivity exceeding racism, sexism, and (psychiatric) ableism. In P. Parekh (Ed.), Intersecting gender and disability Perspectives in rethinking postcolonial identities [Special issue]. Wagadu, Journal of Transnational Women’s and Gender Studies, 4, 22–34.
Overboe, J. (2009a). Affirming an impersonal life: A different register for disability studies. Journal of Literary & Cultural Disability Studies, 3(3), 241–256.
Overboe, J. (2009b). Introduction: Deleuze, disability, and difference. Journal of Literary & Cultural Disability Studies, 3(3), 217–220.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York: Basic Books.
Parkinson, G. H. R., & Morris, M. (Eds. & Trans.). (1973). Leibniz: Philosophical writings. London: Everyman’s Library.
Paterson, K., & Hughes, B. (1999). Disability studies and phenomenology: The carnal politics of everyday life. Disability and Society, 14(5), 597–610.
Pickering, A. (1995). The mangle of practice: Time, agency and science. Chicago: University of Chicago Press.
Pimm, D. (1993). From should to could: Reflections on possibilities of mathematics teacher education. For the Learning of Mathematics, 13(2), 27–32.
Pimm, D. (2006). Drawing on the image in mathematics and art. In N. Sinclair, D. Pimm, & W. Higginson (Eds.), Mathematics and the aesthetic: New approaches to an ancient affinity (pp. 160–189). New York: Springer.
Pimm. D., Beisiegel, M., & Meglis, I. (2008). Would the real Lakatos please stand up?Interchange: A Quarterly Review of Education, 39(4), 469–481.
Pimm, D., & Sinclair, N. (2009). Audience, style and criticism. For the Learning of Mathematics, 29(2), 23–27.
Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 153–168). Washington, DC: American Psychological Association.
Poincaré, H. (1905). Science and hypothesis. New York: The Science Press.
Poincaré, H. (1908/1956). Mathematical creation. In J. Newman (Ed.), The world of mathematics (Vol. 4, pp. 2041–2050). New York: Simon and Schuster. (Original work published 1908)
Pólya, G. (1981). Mathematical discovery: On understanding, learning, and teaching problem solving (Vol. 2). New York: John Wiley and Sons.
Popkewitz, T. (1998). Struggling for the soul: The politics of schooling and the construction of the teacher. New York: Teachers College Press.
Popkewitz, T. (2004). The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the child. American Educational Research Journal, 41(1), 3–34.
Povey, H., Burton, L., Angier, C., & Boylan, M. (2004). Learners as authors in the mathematics classroom. In B. Allen & S. Johnston-Wilder (Eds.), Mathematics education: Exploring the culture of learning (pp. 43–56). New York: Routledge-Falmer.
Radden, J. (2000). The nature of melancholy: From Aristotle to Kristeva. New York: Oxford University Press.
Radford, L. (2003). Gestures, speech, and the sprouting of signs: A semiotic-cultural approach to students’ types of generalization. Mathematical Thinking and Learning, 5(1), 37–70.
Radford, L. (2004). Rescuing perception: Diagrams in Peirce’s theory of cognitive activity. Paper presented at ICME 10, Denmark, Copenhagen.
Radford, L. (2008). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radord, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: Epistemology, history, classroom and culture (pp. 215–234). Rotterdam, The Netherlands:Sense Publishers.
Radford, L. (2009). ‘No! He starts walking backwards!’: Interpreting motion graphs and the question of space, place and distance. ZDM: The International Journal on Mathematics Education, 41, 467–480.
Radford, L., & Roth, W.-M.(2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam, The Netherlands: Sense Publishers.
Rajchman, J. (2000). The Deleuze connections. Cambridge, MA: MIT Press.
Rancière, J. (2002). The aesthetic revolution and its outcomes: Emplotments of autonomy and heteronomy. New Left Review, 14(March/April), 133–151.
Rancière, J. (2004). The politics of aesthetics: The distribution of the sensible. (G. Rockhill, Trans.). New York: Continuum.
Rancière, J. (2009). Contemporary art and the politics of aesthetics. In B. Hinderliter, W. Kaizen, & V. Maimon, Communities of sense: Rethinking aesthetics and politics (pp. 31–50). Durham, NC: Duke University Press.
Rancière, J. (2010). Dissensus: On politics and aesthetics. (S. Corcoran, Trans. & Ed.). London: Continuum Press.
Raoul, V., Canam, C., Henderson, A., & Paterson, C. (2007). Making sense of disease, disability, and trauma: Normative and disruptive stories. In V. Raoul, C. Canam, A. Henderson, & C. Paterson (Eds.), Unfitting stories: Narrative approaches to disease, disability, and trauma (pp. 3–10). Waterloo: Wilfrid Laurier University Press.
Redman, P. (2005). The narrative formation of identity revisited: Narrative construction, agency and the unconscious. Narrative Inquiry, 15(1), 25–44.
Rée, J. (1999). I see a voice: A philosophical history of language, deafness and the senses. London: Harper Collins.
Rice, S. (2002). The social construction of ‘disabilities’: The role of law. Educational Studies, 33, 169–180.
Riskin, J. (2002). Science in the age of sensibility: The sentimental empiricists of the French Enlightenment. Chicago: University of Chicago Press.
Ringrose, J. (2010). Beyond discourse: Using Deleuze and Guattari’s schizoanalysis to explore affective assemblages, heterosexually striated space, and lines of flight online and at school. Educational Philosophy and Theory, 43(6), 1–21.
Robutti, O. (2006). Motion, technology, gesture in interpreting graphs. The International Journal for Technology in Mathematics Education, 13(30), 117–126.
Rodriguez, A. J., & Kitchen, R. S. (Eds.). (2005). Preparing mathematics and science teachers for diverse classrooms: Promising strategies for transformative pedagogy. Mahwah, NJ: Lawrence Erlbaum.
Rogers, M. P., Malancharuvil-Berkes, E., Mosley, M., Hui, D., & O’Garro Joseph, G. (2005). Critical discourse analysis in education: A review of the literature. Review of Educational Research, 75(3), 365–416.
Rota, G. (1997). Indiscrete thoughts. Boston: Birkhäuser.
Roth, W.-M. (2010). Incarnation: Radicalizing the embodiment of mathematics. For the Learning of Mathematics, 30(2), 8–17.
Roth, W.-M. (2011). Geometry as objective science in elementary classrooms: Mathematics in the flesh. New York: Routledge.
Rotman, B. (2000). Mathematics as sign: Writing, imagining, counting. Stanford: Stanford University Press.
Rotman, B. (2008). Becoming beside ourselves: The alphabet, ghosts, and distributed human beings. Durham, NC: Duke University Press.
Rotman, B. (2012). Topology, algebra, diagrams. Theory, Culture, Society, 29, 247–260.
Rowland, T. (1995). Hedges in mathematics talk: Linguistic pointers to uncertainty. Educational Studies in Mathematics, 29(4), 327–353.
Rowland, T. (2000). The pragmatics of mathematics education: Vagueness in mathematical discourse. London: Falmer Press.
Russell, B. (1903). The principles of mathematics. Cambridge: Cambridge University Press.
Russell, B. (1919). The study of mathematics. In Mysticism and logic: And other essays (p. 60). Cambridge: Longmans, Green & Company.
Sacks, O. (1984). A leg to stand on. New York: Touchstone.
Sasaki, B. (2002). Toward a pedagogy of coalition. In A. A. Macdonald & S. Sanchez-Casal (Eds.), Twenty-first-century feminist classrooms: Pedagogies of identity and difference (pp. 31–58). New York: Palgrave Macmillan.
Sawyer, W. (1955). Prelude to mathematics. Harmondsworth: Pelican.
Saxe, G. B., Shaughnessy, M. M., Shannon, A., Langer-Osuna, J. M., Chinn, R., & Gearhart, M. (2007). Learning about fractions as points on the number line. In The learning of mathematics, 69th yearbook of The National Council of Teachers of Mathematics (pp. 221–236). Reston, VA: NCTM Publishing.
Schegloff, E. A. (1997). Whose text? Whose context?Discourse and society, 8(2), 165–87.
Scher, D. (1995). Exploring conic sections with The Geometer’s Sketchpad. Berkeley, CA: Key Curriculum Press.
Schmittau, J. (2003). Cultural historical theory and mathematics education. In A. Kozulin, B. Gindis, S. Miller, & V. Ageyev (Eds.), Vygotsky’s educational theory in cultural context (pp. 225–245). Cambridge: Cambridge University Press.
Schrödinger, E. (1935/1983). The present situation in quantum mechanics. In J. A. Wheeler & W. Zurek (Eds.), Quantum theory and measurement (pp.152–167). Princeton: Princeton University Press. (Original work published 1935)
Schulze, A., & Sevenoak, F. (1913). Plane geometry. New York: Macmillan.
Semetsky, I. (2006). Deleuze, education, and becoming. Rotterdam, The Netherlands: Sense Publishers.
Serres, M. (2008). The five senses: A philosophy of mingled bodies. (M. Sankey & P. Cowley, Trans.). London: Continuum International Publishing Group.
Serres, M. (2011). Variations on the body. (R. Burke, Trans.). Minneapolis: University of Minnesota Press.
Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge: Cambridge University Press.
Shaffer, D. W., & Kaput, J. (1999). Mathematics and virtual culture: A cognitive evolutionary perspective on technology and mathematics education. Educational Studies in Mathematics, 37(2), 97–119.
Shakespeare, T., & Watson, N. (2001). The social model of disability: An outdated ideology? In S. N. Barnartt & B. M. Altman (Eds.), Exploring Theories and Expanding Methodologies: Where We Are and Where We Need to Go Series: Research in social science and disability (Vol. 2, pp. 9–28). Amsterdam & New York: JAI.
Shapiro, S. (2000). Thinking about mathematics: The philosophy of mathematics. New York: Oxford University Press.
Sheets-Johnstone, M. (2009). Animation: The fundamental, essential, and properly descriptive concept. Continental Philosophy Review, 42, 375–400.
Sheets-Johnstone, M. (2012). Movement and mirror neurons: A challenging and choice conversation. Phenomenology and the Cognitive Sciences, 11(3), 385–401.
Simondon, G. (2005). L’individuation à la lumière des notions de forme et d’information. Grenoble: Editions Jérôme Millon.
Sinclair, N. (2010). Knowing more than we can tell. In B. Sriraman & L. English (Eds.). Theories of mathematics education: Seeking new frontiers (pp. 591–608). Berlin: Springer.
Sinclair, N., de Freitas, E., & Ferrara, F. (2013). Virtual encounters: The murky and furtive world of mathematical inventiveness. ZDM : The International Journal on Mathematics Education, 45(2), 239–252.
Sinclair, N., & Gol Tabaghi, S. (2010). Drawing space: Mathematicians’ kinetic conceptions of eigenvectors. Education Studies in Mathematics, 74(3), 223–240.
Sinclair, N., & Jackiw, N. (2011). On the origins of dynamic number in the breakdown of structural, metaphoric, and historic conceptions of human mathematics. In P. Liljedahl, S. Oesterle, & D. Allan (Eds.), Proceedings/Actes 2010 Annual Meeting/Rencontre Annuelle (pp. 137–146). Burnaby, BC: CMESG/GCEDM.
Skemp, R. (1979). Intelligence, learning and action – A foundation for theory and practice in education. Chichester, UK: Wiley.
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. London: Springer.
Skovsmose, O., & Borba, M. (2004). Research methodology and critical mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 207–226). New York: Kluwer Academic Publishers.
Skovsmose, O., & Valero, P. (2002). Democratic access to powerful mathematical ideas. In L. D. English (Ed.), The handbook of international research in mathematics education (pp. 383–408). Mahwah, NJ: Lawrence Erlbaum.
Smith, D. (2003). Deleuze on Bacon: Three conceptual trajectories in The logic of sensation. In G. Deleuze, Francis Bacon: The logic of sensation (pp. vii–xxvii). Minneapolis: University of Minnesota Press.
Smith, D. (2005). Deleuze on Leibniz: Difference, continuity, and the calculus. In S. H. Daniel (Ed.), Current continental theory and modern philosophy (pp. 127–147). Evanston, IL: Northwestern University Press. 127–147.
Smith, D. W. (2006). Axiomatics and problematics as two modes of formalization: Deleuze’s epistemology of mathematics. In S. Duffy (Ed.), Virtual mathematics: The logic of difference (pp. 145–168). Manchester, UK: Clinamen Press.
Smith, D. W. (2007). The conditions of the new. Deleuze Studies, 1(1), 1–21.
Snyder, S. L., & Mitchell, D. T. (2001). Re-engaging the body: Disability studies and the resistance to embodiment [Special issue]. Public Culture, 13(3), 367–390.
Solomon, Y. (2009). Mathematical literacy: Developing identities of inclusion. New York: Routledge.
Staats, S. K. (2008). Poetic lines in mathematics discourse: A method from linguistic anthropology. For the Learning of Mathematics, 28(2), 26–32.
Staats, S. K., & Batteen, C. (2010). Linguistic indexicality in algebra discourse. The Journal of Mathematical Behavior, 29, 41–56.
Stanley, D. (2002). A response to Nunokawa’s article: ‘Surprises in mathematics lessons’. For the Learning of Mathematics, 22(1), 15–16.
Stevens, R. (2000). Who counts what as math? Emergent and assigned mathematics problems in a problems-based classroom. In J. Boaler, (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 105–145). London: Ablex Publishing.
Stevens, R. (2012). The missing bodies of mathematical thinking and learning have been found. Journal of the Learning Sciences, 21(2), 337–346.
Stockero, S. L., & van Zoest, L. R. (2011). Making student thinking public. Mathematics Teacher, 104(9), 704–709.
Stokoe, E. H. (2005). Analysing gender and language. Journal of sociolinguistics, 9(1), 118–33.
Stokoe, E., & Edwards, D. (2006). Story formation in talk-in-interaction. Narrative Inquiry, 16(1), 56–65.
Straus, E. (1935/1963). The primary world of the senses: A vindication of sensory experience. (J. Needleman, Trans.). (2nd ed.). New York: Free Press (Original work published as Vom Sinn der Sinne, 1935)
Stylianou, D. A., & Silver, E. A. (2004). The role of visual representations in advanced mathematical problem solving: An examination of expert-novice similarities and differences. Mathematical Thinking and Learning, 6(4), 353–387.
Tahta, D. (1980). About geometry. For the Learning of Mathematics, 1(1), 2–9.
Tall, D. (2011). Crystalline concepts in long-term mathematical invention and discovery. For the Learning of Mathematics, 31(1), 3–8.
Tannen, D. (2007). Talking voices: Repetition, dialogue, and imagery in conversational discourse. New York: Cambridge University Press.
Tate, W. F. (2005). Race, retrenchment, and the reform of school mathematics. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (pp. 31–40). Milwaukee, WI: Rethinking Schools.
Tate, W., & Rousseau, C. (2002). Access and opportunity: The political and social context of mathematics education. In L. D. English (Ed.), Handbook of international research in mathematics education (pp. 271–300). Mahwah, NJ: Lawrence Erlbaum.
Thibault, P. J. (2004a). Agency and consciousness in discourse: Self-other dynamics as a complex system. London & New York: Continuum.
Thibault, P. J. (2004b). Brain, mind, and the signifying body: An ecosocial semiotic theory. London & New York: Continuum.
Titchkosky, T. (2006). Disability, self, and society. Toronto: University of Toronto Press.
Titchkosky, T. (2007). Reading and writing disability differently: The textured life of embodiment. Toronto: University of Toronto Press.
Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service.
Tracy, K. (2002). Everyday talk: Building and reflecting identities. New York: Guilford Press.
Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 5–23). New York: Kluwer Academic Publishers.
Valero, P., & Zevenbergen, R. (Eds.). (2004). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. New York: Kluwer Academic Publishers.
Veel, R. (1999). Language, knowledge, and authority in school mathematics. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 185–216). London: Cassell.
Vygotsky, L. (1934/1986). Thought and language. Cambridge, MA: MIT Press. (Original work published 1934)
Vygotsky, L., & Luria, A. (1994). Tool and symbol in child development. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 99–174). Oxford: Blackwell Publishers.
Walkerdine, V. (1988). The mastery of reason: Cognitive development and the production of rationality. London: Routledge.
Walkerdine, V. (1998). Counting girls out. London: Falmer.
Walkerdine, V. (1990). Difference, cognition, and mathematics education. For the Learning of Mathematics, 10(3), 51–56.
Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33(1), 53–64.
Walshaw, M. (2004a). A powerful theory of active engagement. For the Learning of Mathematics, 24(3), 4–10.
Walshaw, M. (Ed.). (2004b). Mathematics education within the postmodern. Greenwich, CT: Information Age Publishing.
Walshaw, M., & Brown, T. (2012). Affective productions of mathematical experience. Educational Studies in Mathematics, 80(1–2), 185–199.
Webb, T. (2008). Remapping power in educational micropolitics. Critical Studies in Education, 49(2), 127–142.
Weil, A. (1992). The apprenticeship of a mathematician. (J. Gage, Trans.). Berlin: Birkhäuser.
Weissglass, J. (2000). No compromise on equity in mathematics education: Developing an infrastructure. In W. G. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity (pp. 5–24). Reston, VA: NCTM Publishing.
Wendell, S. (1993). Feminism, disability, and transcendence of the body. Canadian Women’s Studies, 17(4), 116–122.
West, T. G. (2004). Thinking like Einstein: Returning to our virtual roots with the emerging revolution in computer information visualization. Amherst, MA: Prometheus Books.
Wetherall, M. (1998). Positioning and interpretative repertoires: Conversation analysis and post-structuralism in dialogue. Discourse and Society, 9(3). 431–456.
Whitehead, A. N. (1951). Mathematics and the good. In P. Schipp (Ed.). The philosophy of Alfred North Whitehead (pp. 666–681). La Salle: Open Court.
Whitin, P., & Whitin, D. J. (2002). Promoting communication in the mathematics classroom. Teaching Children Mathematics, 9(4), 205–211.
Widdicombe, S. (1998). Identity as an analyst’s and a participant’s resource. In C. Antaki & S. Widdicombe (Eds.), Identities in talk. London: Sage.
Widdowson, H. G. (2004). Text, context, pretext. Malden, MA: Blackwell Publishing.
Wilensky, U. (1991). Abstract meditations on the concrete and concrete implications for mathematics education. In I. Harel & S. Papert (Eds.), Constructionism (pp. 193–204). Norwood, NJ: Ablex Publishing.
Williams, E., & Costall, A. (2000). Taking things more seriously: Psychological theories of autism and the material-social divide. In P. Graves (Ed.), Matter, materiality and modern culture (pp. 97–111). Routledge: London.
Wing, L. (1969). The handicaps of autistic children: A comparative study. Journal of Child Psychology and Psychiatry, 10, 1–40.
Winks, J. (1999). Critical pedagogy: Notes from the real world (2nd ed.). New York: Allyn and Bacon.
Wittgenstein, L. (1958). Philosophical investigations (3rd ed.). New York: Macmillan.
Wittgenstein, L. (1978). Remarks on the foundations of mathematics. Oxford: Basil Blackwell.
Woffitt, R. (2005). Conversation analysis and discourse analysis: A comparative and critical introduction. Thousand Oaks, CA: Sage Publications.
Woodward, J. (2004). Mathematics education in the United States: Past to present. Journal of Learning Disabilities, 37, 16–31.
Woodward, J., & Montague, M. (2002). Meeting the challenge of mathematics reform for students with LD. Journal of Special Education, 36(2), 89–101.
Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.
Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.
Yackel, E., & Hanna, G. (2003). Reasoning and proof. In J. Kilpatrick, W. G. Martin, & D. E. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 227–236). Reston, VA: NCTM Publishing.
Yates, F. (1979). The occult philosophy in the Elizabethan Age. London: Routledge and Kegan Paul.
Young, K. (1999). Narrative embodiments: Enclaves of the self in the realm of medicine. In A. Jaworski & N. Coupland (Eds.), The discourse reader (pp. 428–441). New York: Routledge.
Zevenbergen, R. (2003). Teachers’ beliefs about teaching mathematics to students from socially disadvantaged backgrounds: Implications for social justice. In L. Burton (Ed.), Which way social justice and mathematics education? (pp. 133–152). London: Praeger.
Loading metrics...