References
- Barton, B. (2008). Language and mathematics: Telling mathematical tales. New York: Springer.
- Bishop, A. (1988). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.
- Chronaki, A. (2004). Researching the school mathematics culture of “others” – creating a self-other dialogue. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 145–165). Netherlands: Kluwer Academic Publishers.
- Chronaki, A. (2011). “Troubling” essentialist identities: Performative mathematics and the politics of possibility. In M. Kontopodis, C. Wulf, & B. Fichtner (Eds.), Children, development and education: Cultural, historical and anthropological perspectives (pp. 207–227). Dordrecht: Springer. The Series: International Perspectives on Early Childhood Education and Development.
- D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44–48.
- Freudenthal, H. (1985). Didactical phenomenology of mathematical structures. Dordrecht: Reidel.
- Ranciere, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford: Stanford University Press.
- Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. Cambridge: Cambridge University Press.
- Skovsmose, O. (1994). Toward a philosophy of critical mathematics education. Dordrecht: Kluwer Academic Publishers.
- Walkerdine, V. (1989). Counting girls out: Girls and mathematics. London: Falmer Press.