Investigators and collaborators include: Elizabeth de Freitas, Manchester Metropolitan University; Alf Coles, Bristol University; Francesca Ferrara, University of Torino: Ricardo Nemirovsky, Manchester Metropolitan University; Kate O’ brien, Manchester Metropolitan University; Jérôme Proulx, University of Montréal; Nathalie Sinclair, Simon Fraser University; Mamta Taik, Manchester Metropolitan University.

Publications and outcomes include:

Books & Edited collections

de Freitas, E. & Sinclair, N. (2019). Body studies in mathematics education: Diverse scales of mattering. ZDM: International Journal of Mathematics Education Research.

de Freitas, E., Sinclair, N. & Coles, A. (Eds.). (2017). What is a mathematical concept? Cambridge University Press.

de Freitas, E. & Walshaw, M. (2016). Alternative theoretical frameworks for mathematics education research: Theory meets Data. Dordrecht: Springer-Verlag Publishing

Jurdak, M. Vithal, R., de Freitas, E., Gates, P., Kollosche, D. (2016). Social and political dimensions of mathematics education: Current thinking. ICME Topical Survey. Springer Verlag.

de Freitas, E. & Sinclair, N. (2014). Mathematics and the body: Material entanglements in the classroom. Cambridge University Press. Book awarded an AERA book award from Division of Curriculum Studies. Now being translated into Korean.

Articles

de Freitas, E. & Sinclair, N. (2020-Fall). Measurement as relational, intensive, inclusive: Towards a minor mathematics. Journal of Mathematical Behavior.

de Freitas, E., Ferrara, F & Ferrari, G. (2019). The coordinated movements of collaborative mathematical tasks: The role of affect in transindividual sympathy. ZDM: International Journal of Mathematics Education, 51(2), 305-318.

Sinclair, N. & de Freitas, E. (2019). Body studies in mathematics: Diverse scales of mattering. ZDM: International Journal of Mathematics Education Research, 51(2), 227-237.

de Freitas, E. & Sinclair, N. (2018). The quantum mind: Alternative ways of reasoning with uncertainty. Canadian Journal of Science, Mathematics and Technology Education, 18(3), 271-283.

de Freitas, E. (2018). The mathematical continuum: A haunting problematic. The mathematics enthusiast, 15 (1-2), 148-158.

de Freitas, E. (2016). Number sense and calculating children: Multiplicity, measure and Mathematical monsters. Discourse: Studies in the Cultural Politics of Education, 37(5), 650-661.

de Freitas, E. & Sinclair, N. (2016). The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense. International Journal of Education Research, 79, 220-230.

de Freitas, E. (2016). Material encounters and media events: What (kind of mathematics) can a body do? Educational Studies in Mathematics, 91 (2), 185-202