Volume 47, Issue 2

Search all ZDM – Mathematics Education articles

April 2015

Enactivist methodology in mathematics education research

Issue Editors:

David Reid,
Laurinda Brown,
Alf Coles,
Maria-Dolores Lozano

12 articles in this issue

Survey of key concepts in enactivist theory and methodology
David A. Reid
Joyce Mgombelo
Survey Paper 27 September 2014 Pages: 171 - 183
Researching as an enactivist mathematics education researcher
Laurinda Brown
Original Article 07 March 2015 Pages: 185 - 196
Researching mathematical experience from the perspective of an empathic second-person observer
Martina L. Metz
Elaine S. M. Simmt
Original Article 22 August 2014 Pages: 197 - 209
Doing|mathematics: analysing data with/in an enactivist-inspired approach
Jean-François Maheux
Jérôme Proulx
Original Article 18 October 2014 Pages: 211 - 221
Using enactivism as a methodology to characterise algebraic learning
Maria-Dolores Lozano
Original Article 10 February 2015 Pages: 223 - 234
On enactivism and language: towards a methodology for studying talk in mathematics classrooms
Alf Coles
Original Article 11 September 2014 Pages: 235 - 246
Enactivism and the study of collectivity
Jo Towers
Lyndon C. Martin
Original Article 11 November 2014 Pages: 247 - 256
Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions
Armando Paulino Preciado Babb
Martina Metz
Chenoa Marcotte
Original Article 17 December 2014 Pages: 257 - 268
Accumulation of experience in a vast number of cases: enactivism as a fit framework for the study of spatial reasoning in mathematics education
Steven Khan
Krista Francis
Brent Davis
Original Article 17 August 2014 Pages: 269 - 279
Mathematical interaction shaped by communication, epistemological constraints and enactivism
Heinz Steinbring
Original Article 02 September 2014 Pages: 281 - 293
Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action
Dor Abrahamson
Dragan Trninic
Original Article 09 August 2014 Pages: 295 - 306
Three “Moves” in enactivist research: a reflection
Elaine Simmt
Tom Kieren
Commentary Paper 10 February 2015 Pages: 307 - 317

Volume 47, Issue 2

Survey of key concepts in enactivist theory and methodology

Researching as an enactivist mathematics education researcher

Researching mathematical experience from the perspective of an empathic second-person observer

Doing|mathematics: analysing data with/in an enactivist-inspired approach

Using enactivism as a methodology to characterise algebraic learning

On enactivism and language: towards a methodology for studying talk in mathematics classrooms

Enactivism and the study of collectivity

Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions

Accumulation of experience in a vast number of cases: enactivism as a fit framework for the study of spatial reasoning in mathematics education

Mathematical interaction shaped by communication, epistemological constraints and enactivism

Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action

Three “Moves” in enactivist research: a reflection

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