Volume 51, Issue 2 | ZDM – Mathematics Education

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Volume 51, Issue 2

May 2019

Material ecologies of teaching and learning

Issue Editors:

Elizabeth de Freitas,
Nathalie Sinclair,
Lulu Healy

11 articles in this issue

Body studies in mathematics education: diverse scales of mattering
Nathalie Sinclair
Elizabeth de Freitas
Survey Paper 19 April 2019 Pages: 227 - 237
Stratigraphy as a method for studying the different modes of existence arising in the mathematical classroom
Petra Mikulan
Nathalie Sinclair
Original Article 02 January 2019 Pages: 239 - 249
Making the able body: school mathematics as a cultural practice
Ayşe Yolcu
Thomas S. Popkewitz
Original Article 05 October 2018 Pages: 251 - 261
Unequal bodies: corporeality and social inequality in mathematics classrooms
Nina Bohlmann
Original Article 15 October 2018 Pages: 263 - 275
Correction to: Unequal bodies: corporeality and social inequality in mathematics classrooms
Nina Bohlmann
Correction 12 December 2018 Pages: 277 - 277
Political, relational, and complexly embodied; experiencing disability in the mathematics classroom
Rachel Lambert
Original Article 02 February 2019 Pages: 279 - 289
Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students
Dor Abrahamson
Virginia J. Flood
Yue-Ting Siu
Original Article 11 September 2018 Pages: 291 - 303
The coordinated movements of collaborative mathematical tasks: the role of affect in transindividual sympathy
Elizabeth de Freitas
Francesca Ferrara
Giulia Ferrari
Original Article 28 October 2018 Pages: 305 - 318
Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education
Anna Chronaki
Original Article Open access 01 April 2019 Pages: 319 - 330
Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning
Lauren Vogelstein
Corey Brady
Rogers Hall
Original Article 09 February 2019 Pages: 331 - 346
Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse
Martha W. Alibali
Mitchell J. Nathan
Elizabeth Pier
Original Article 26 March 2019 Pages: 347 - 360