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Lerman, S., & Zevenbergen, R. (2004). The Socio-Political Context of the Mathematics Classroom. In P. Valero, & R. Zevenbergen (Eds.), Researching the Socio-Political Dimensions of Mathematics Education: Issues of Power in Theory and Methodology (pp. 27-42). Boston: Kuwer Academic Publishers.

has been cited by the following article:

• TITLE: Theorizing Participation, Engagement and Community for Primary and Secondary Mathematics Classrooms

  AUTHORS: Bronwyn Ewing

  KEYWORDS: Mathematics Education, Student Participation, Student Engagement and Communities of Learning

  JOURNAL NAME: Creative Education, Vol.8 No.6, May 17, 2017

  ABSTRACT: Student engagement and participation in mathematics learning is increasingly mentioned in Australian policy and curriculum documents that focus on ways to improve student achievement. However, such ways are not always made clear, nor is what constitutes participation, engagement and community in primary and secondary mathematics classrooms. These elements are theorised and discussed to identify their meaning and their influences on teacher and student engagement in mathematics learning.