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Despite the visibility of equity, diversity, inclusion, and Indigenization (EDI&I) discourses within large institutions, such as post-secondary institutions, research has chronicled only modest advancements on these stated values. Blocks to advancements in EDI&I stem, in part, from the structural nature of racist and sexist domination, and especially its embeddedness in both formal and informal norms of institutions. Based on a close examination of two EDI&I initiatives in university contexts, and direct experiences of "pushback" against these initiatives, this article conceptualizes institutional gaslighting, whereby universities paradoxically both embrace EDI&I discourse, on the one hand, while simultaneously deploying strategies that prevent dismantling systemic inequalities, on the other. A conceptualization of this dynamic is designed to help others identify and address forms of resistance, especially in settings of high stated value, and ultimately advance these values within large institutions.

In this article, we explore Whitehead's claim that experience is fundamentally affective. We do so in the context of an Italian primary school classroom featuring the use of the multitouch application "TouchCounts." We study the way in which the children and the iPad take each other up and the meanings of number and arithmetic that emerge as a result. In particular, we show that colour, containment and movement play an important role in their experience of number as decomposable and composable through addition.

In this paper, I look over the past 20 years of articles in this journal in light of some potential directions for the future. In particular, I examine the way in which some of the local specificities of a Canadian journal relate to more global issues of educational research; I consider the relation between mathematics, science and technology as reflected in the published articles; and, I look at how different paradigms of research have been represented over time, particularly in relation to the mathematics education articles.

Many studies have documented the challenges facing teachers who use digital technologies in their classrooms. This is especially true for digital technologies that offer new models or representations of school mathematics concepts. In this article, we report on a collaboration between teachers and researchers around the use of a novel touchscreen application called "TouchTimes" (TT) designed to provide new models of multiplication. Taking the application as a boundary object, we study the emergence of new meanings of multiplication that arose in group meetings during which the teachers explored TT and reported back on their classroom experiments with TT. We show how these new meanings emerged from a series of disruptions that involved not only mathematical considerations, but also material, political, social and bodily ones.

In this theoretical article, we explore the possibility that instead of a mathematical connection arising "in-between" two (or more) pre-existing ideas or objects, which have presumably been known or understood, that connection is itself the motor of understanding. The standard view of connection, in which two existing ideas or concepts are brought together, is based on a philosophy of identity which seeks to establish objects and their properties and then compare them. In contrast, a philosophy of difference sees objects as "becoming" through difference. We explore this new way of conceptualising connection not only because it reflects our commitment to a relational ontology, but because it enables us to better handle the enmeshment of affect in mathematical learning without subordinating it to the cognitive. We draw on illustrative data to show what analysing connections as acts of differencing might look like and how it involves affective, social and technical dimensions. [ABSTRACT FROM AUTHOR]

Research has highlighted the potential of digital technology to support the development of children's number sense abilities. However, the main focus of such research has been on apps affording directed interactions, where only one solution strategy is available, and it has targeted mostly cardinality. Little is known, in these terms, about task design and implementation in more open environments where several different solution strategies are available. To explore this direction, we chose to study "TouchCounts," an open environment that combines multi-touch affordances with aural, visual and symbolic ones as well. Using tasks that were designed to address different number sense abilities, we experimented with 4-year-old preschoolers. In this paper we present two tasks, their expected potential with respect to strengthening number sense abilities, and analyses of data collected during the preschoolers' interactions with "TouchCounts." The analyses reveal that the children used different strategies in response to the two tasks, and that a broad range of abilities related to number sense were elicited, including both cardinality and ordinality. An important contribution of this study is also a theoretical framework capable of identifying children's learning in a multi-touch environment.

In this article, we question the prevalent assumption that teaching and learning mathematics should always entail movement from the concrete to the abstract. Such a view leads to reported difficulties in students moving from manipulatives and models to more symbolic work, moves that many students never make, with all the implications this has for life chances. We propose working in 'symbolically structured environments' as an alternative way of characterising students' direct engagement with the abstract and exemplify two such environments, both of which involve early number learning. We additionally propose some roles for the teacher working in a symbolically structured environment.

In this paper, we propose a way of thinking about ritual that is new to mathematics education research and that challenges the more common approaches to ritual that dichotomise thinking and acting. We argue for a material, monist conceptualisation of ritual, which we refer to as ritualisation. In the context of early number work, we show that ritualisation can be seen as meaningful--and not simply as rote repetition lacking mathematical sophistication--particularly in relation to a symbolically structured environment. We argue that ritualisation practices can allow entry into new fields of activity and discourse, without going through a phase of merely un-thinking performance.

The growing number of interpretive lenses used in mathematics education research are often seen in terms of either/or, such as the individual or the social, the discursive or the bodily, the classroom interactive or the neurological events, the humanist or the post-humanist. We propose stratigraphy as a research (meta-)method that is conjunctive rather than disjunctive, resisting the temptation to collapse these different interpretations into a single, convergent narrative. Using a classroom episode involving young children working on counting with digital technology, and drawing primarily on the work of Gilles Deleuze and Étienne Souriau, we describe the philosophical assumptions of stratigraphy and show what stratigraphy might look like for mathematics education research. We aim to contribute to on-going discussions about how to handle different theories that are used in mathematics education, as well as the question of how to frame their current and future relationships.

This paper offers a survey of body studies in mathematics education. Building on earlier insights about the 'embodied mind', which focused primarily on individual, intact bodies, we focus on recent work that elaborates bodies as distributed and extended and fully implicated in socio-material ecologies of learning. The aim of this article is to map current trends in this domain, and to articulate some of the current challenges. Because bodies matter differently depending on the research perspective, and because they are studied at multiple scales of mattering (neurological, sensory-gestural, affective, social, institutional, national, etc.), there tends to be disparate insights across the field with little to no cross-fertilization. This paper aims to open up conversations across different theoretical approaches--and scales of mattering--so as to create a more expansive and inclusive agenda for body studies in the field of mathematics education. We have chosen to organise our survey around five themes that seem dominant in the literature, where key theoretical and methodological trends can be discerned. These are: (1) groups, systems, ecologies (2) affect, movement, sensation, (3) language-use and gesture, (4) dis/ability and power, (5) technology, technicity, and tools. We argue that these different approaches need to be in conversation with each other, to think across research contexts, problems and communities, so that new forms of inquiry and new insights can emerge.