Books in the International Perspectives on Mathematics Education series

Focuses on mathematical knowledge as an aspect or attribute of mathematical performance; that is, mathematical knowing is in the doing rather than attributable to some mental substrate structured in particular ways as conceived by conceptual change theorists or traditional cognitive psychologists.

These papers challenge accepted wisdoms about both the nature of mathematics and of education. Each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze.

Focuses on mathematical knowledge as an aspect or attribute of mathematical performance; that is, mathematical knowing is in the doing rather than attributable to some mental substrate structured in particular ways as conceived by conceptual change theorists or traditional cognitive psychologists.

These papers challenge accepted wisdoms about both the nature of mathematics and of education. Each of the chapters develops for mathematics education the importance of insights from mainly French intellectuals of the past: Foucault, Lacan, Lyotard, Deleuze.

The editors and contributors of these ten articles focus on the idea that communication includes both what is happening and being said among participants in a classroom and also the politics, values and ideologies that serve as the foundation of the practice. They describe how communication thereby involves register, representation and contexts thr

Part I: Introduction. Challenging Perspectives on Mathematics Classroom Communication: From Representations to Contexts, Interactions and Politics. Part II: Contributed Chapters. Theme I: Communication: register, representations, context(s).