In Disrupting Boundaries in Education and Research, six educational researchers explore
together the potentialities of transdisciplinary research that de-centres human behaviour and …

In this article, we question the prevalent assumption that teaching and learning mathematics
should always entail movement from the concrete to the abstract. Such a view leads to …

A broad perspective must be taken while discussing teachers, resources and assessment
practices in relation to reform and this is what we have attempted in the present chapter. We …

Supporting children's understanding of the everyday, cultural use of written numerals is
highly significant, as it is this understanding that gives meaning to classroom conversations …

In this paper, we propose a way of thinking about ritual that is new to mathematics education
research and that challenges the more common approaches to ritual that dichotomise …

This chapter explores different conceptions of the role of digital technologies in the teaching
and learning of mathematics and argues that the common assumption is to treat …

In this article we suggest that, notwithstanding noted differences, one unmarked similarity
across psychology and mathematics education is the dominance of the view that there is a …

Over the past five years, I have been involved in two major technology-based early
childhood research projects, one focused on geometry (Geometry4yl) and the other on …

I start with a policy statement, pretty unrelated to the previous chapter. I am always a little
taken aback to see numbers or other mathematical symbols (eg '7'rather than …

Used in many communities, Theatre for Development (TfD) allows performers and
audiences to interrogate their cultural history and their society to promote positive social …