2019

1. Dialogue between discourses: beliefs and identity in mathematics

education 2019
 Theoretical research

2. Duality in combinatorial notation 2019

 Exploratory research
 Qualitative

3. An Erlangen program that empowers students' mathematics

 Qualitative

4. Teaching mathematics developmentally: experiences from Norway

 Theoretical research

5. Scale, perspective and natural mathematical questions

 Qualitative (mixed method)

6. The very multi-faceted nature of mathematics education research

 Qualitative

7. Flashes of creativity
 Case study (Qualitative)

8. Dotty triangles
 compare two frameworks for analysing
 Qualitative

9. Ethnomodelling as the art of translating mathematical practices

 Not sure
 Mayb qualitative

10.Mathematical preciseness and epistemological sanctions

 Evaluation research (mixed method)

11. Ritual and improvisation: ways of researching, ways of being in mathematics

classrooms
 Descriptive research (quantitative)

12. Research ends and teaching ends in the Anthropological Theory of the
Didactic
 Qualitative
13. An affective lens for tensions emerging from teacher professional
development
 Quantitative (descriptive)

14.Leveraging the perceptual ambiguity of proof scripts to witness students’

identities
 Quantitative

15.Architecture of mathematical structure

 Quantitative

16.Students’ pronominal sense of reference in mathematics

 Quantitative (descriptive)

17.APOS Theory: connecting research and teaching

 Qualitative

18.The Onto-semiotic Approach: implications for the prescriptive character of

didactics
 Qualitative

19.About time
 Qualitative

2018

1. Mathematical artifacts as communicational facilitators between indigenous

and non-indigenous cultures
 Quantitative (mayb)

2. On observing mathematics teacher learning

 Mixed method

3. Didactical phenomenology: the engine that drives Realistic Mathematics

Education
 Quantitative
4. Intuitive and formal models of whole number multiplication: relations and
emerging structures
 Quantitative

5. A covariational understanding of function: putting a horse before the cart

 Quantitative

6. What sort of science is didactics?

 Mixed method

7. Answer to Gascón & Nicolás

 Review paper

8. Coloring conjectures with sound, silence, syntax and gesture: a

multimodal poetic analysis
 Qualitative

9. Diagrams as communication in mathematics discourse: a social semiotic

account
 Quantitative

10.This is not mathematics

 Qualitative

11.Implications of pedagogical context for eliciting pedagogical content

knowledge
 Mixed method
12.Contextual meanings of the equals sign as conceptual blends
 Quantitative
13.Writing and reading multiplicity in the uni-verse: engagements with
mathematics through poetry
 Qualitative

14.Observing aesthetic experiences and poēsis in young students

 Qualitative

15.Challenges in curriculum development for mathematical proof in

secondary school: cultural dimensions to be considered
 Qualitative

16.Explanatory unification by proofs in school mathematics

 Mixed method

17.Critical constructivism: interpreting mathematics education for social

justice
 Mixed method
 2017

April and the infinitely many ping pong balls

 Qualitative

Can didactics say how to teach? The beginning of a dialogue between the
Anthropological Theory of the Didactic and other approaches
 Quantitative
Pedagogical applications from real analysis for secondary mathematics teachers
 Mixed method

Distance mathematics education as a means for tackling impulse control

disorder: the case of a young convict

 Mixed method

Identity as a nexus of affect and discourse in mathematical learning

 Quantitative

Beyond performance results: analyzing the informational and developmental

potentials of standardized mathematics tests

 Mixed method

Circles, materiality and movement

 Mixed method

On semiotics and jumping frogs: the role of gesture in the teaching of subtraction
 Quantitative

Mathematical and pedagogical perspectives on warranting: approximating the

root of 18

 Qualitative

A three-tier teaching model for teaching mathematics in context

 Quantitative

On the challenges of multi-linguisme in mathematics education research

 Opinion paper
Bricolage in middle years school mathematics
 Qualitative (case study)

The writing mathematician

 Qualitative

The voice of curriculum developers in teacher guides

 Quantitative

Re-thinking place value: from metaphor to metonym

 Qualitative

The role of mathematics education in promoting flourishing

 Mixed method

Mathematical conventions: revisiting arbitrary and necessary

 Qualitative

The 'more knowledgeable other': a necessity in the zone of proximal

development?
 Qualitative