| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
Affective bodying of mathematics, children and difference: choreographing ‘sad affects’ as affirmative politics in early mathematics teacher education
|
Chronaki, Anna
|
|
2019
|
51 |
2 |
p. 319-330
|
article
|
| 2 |
Body studies in mathematics education: diverse scales of mattering
|
Sinclair, Nathalie
|
|
2019
|
51 |
2 |
p. 227-237
|
article
|
| 3 |
Correction to: Unequal bodies: corporeality and social inequality in mathematics classrooms
|
Bohlmann, Nina
|
|
2018
|
51 |
2 |
p. 277
|
article
|
| 4 |
Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students
|
Abrahamson, Dor
|
|
2018
|
51 |
2 |
p. 291-303
|
article
|
| 5 |
Making the able body: school mathematics as a cultural practice
|
Yolcu, Ayşe
|
|
2018
|
51 |
2 |
p. 251-261
|
article
|
| 6 |
Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse
|
Alibali, Martha W.
|
|
2019
|
51 |
2 |
p. 347-360
|
article
|
| 7 |
Political, relational, and complexly embodied; experiencing disability in the mathematics classroom
|
Lambert, Rachel
|
|
2019
|
51 |
2 |
p. 279-289
|
article
|
| 8 |
Reenacting mathematical concepts found in large-scale dance performance can provide both material and method for ensemble learning
|
Vogelstein, Lauren
|
|
2019
|
51 |
2 |
p. 331-346
|
article
|
| 9 |
Stratigraphy as a method for studying the different modes of existence arising in the mathematical classroom
|
Mikulan, Petra
|
|
2019
|
51 |
2 |
p. 239-249
|
article
|
| 10 |
The coordinated movements of collaborative mathematical tasks: the role of affect in transindividual sympathy
|
de Freitas, Elizabeth
|
|
2018
|
51 |
2 |
p. 305-318
|
article
|
| 11 |
Unequal bodies: corporeality and social inequality in mathematics classrooms
|
Bohlmann, Nina
|
|
2018
|
51 |
2 |
p. 263-275
|
article
|
Journal description