Research Article

Multidimensional ecologies of mathematical life

Constantinos Xenofontos 1 *
More Detail
1 Department of Mathematical Sciences, University of Agder, Kristiansand, NORWAY* Corresponding Author
European Journal of Science and Mathematics Education, 14(4), October 2026, 645-664, https://doi.org/10.30935/scimath/19554
Published: 09 October 2026
OPEN ACCESS   241 Views   42 Downloads
Download Full Text (PDF)

ABSTRACT

In this paper, I introduce multidimensional ecologies of mathematical life (MEMaL), a framework for understanding mathematics as a lived practice that extends across formal instruction and everyday life, and is shaped by social, material, and political conditions. MEMaL identifies five ecological dimensions. Spatial ecologies concern embodied engagement with tools, materials, and arrangements that organize participation. Temporal ecologies attend to the rhythms, repetitions, and durations through which mathematical ideas gain continuity. Epistemic ecologies concern locally valued criteria for credible or worthwhile mathematical knowledge, while affective ecologies foreground the atmospheres shaping recognition, belonging, confidence, and risk-taking. Imaginative ecologies address how individuals and communities envision mathematical futures, identities, and possibilities. MEMaL’s distinctive contribution is its focus on ecological configuration: how spatial, temporal, epistemic, affective, and imaginative conditions come together and alter one another. Changes within one dimension can therefore reorganize possibilities for mathematical participation, recognition, and becoming across the wider ecology. These dimensions sit within broader political forces that shape an environmental context and determine whose participation becomes visible, credible, and valued. Mathematical activity, on this account, cannot be separated from environments that enable or restrain participation and shape whether that participation is recognized and valued. MEMaL therefore offers researchers and educators a way to examine these interdependencies and the mathematical lives they make possible.
Keywords: mathematical life, spatial ecologies, temporal ecologies, epistemic ecologies, affective ecologies, imaginative ecologies

CITATION (APA)

Xenofontos, C. (2026). Multidimensional ecologies of mathematical life. European Journal of Science and Mathematics Education, 14(4), 645-664. https://doi.org/10.30935/scimath/19554

REFERENCES

  1. Andrews, J., Yee, W. C., Greenhough, P., Hughes, M., & Winter, J. (2005). Teachers’ funds of knowledge and the teaching and learning of mathematics in multi-ethnic primary schools: Two teachers’ views of linking home and school. ZDM Mathematics Education, 37, 72-80. https://doi.org/10.1007/BF02655716
  2. Appelbaum, P. (2023). Queer time/math time. For the Learning of Mathematics, 43(1), 2-7.
  3. Arana, A. (2016). Imagination in mathematics. In A. Kind (Ed.), The Routledge handbook of philosophy of imagination (pp. 483-497). Routledge.
  4. Arzarello, F., Paola, D., Robutti, O., & Sabena, C. (2009). Gestures as semiotic resources in the mathematics classroom. Educational Studies in Mathematics, 70(1), 97-109. https://doi.org/10.1007/s10649-008-9163-z
  5. Aubrey, C., Bottle, G., & Godfrey, R. (2003). Early mathematics in the home and out-of-home contexts. International Journal of Early Years Education, 11(2), 91-103. https://doi.org/10.1080/09669760304708
  6. Ben-Zeev, T., & Star, J. R. (2001). Spurious correlations in mathematical thinking. Cognition and Instruction, 19(3), 253-275. https://doi.org/10.1207/S1532690XCI1903_1
  7. Beswick, K., Watson, A., & De Geest, E. (2010). Comparing theoretical perspectives in describing mathematics departments: Complexity and activity. Educational Studies in Mathematics, 75, 153-170. https://doi.org/10.1007/s10649-010-9248-3
  8. Boaler, J. (2016). Designing mathematics classes to promote equity and engagement. The Journal of Mathematical Behavior, 41, 172-178. https://doi.org/10.1016/j.jmathb.2015.01.002
  9. Boaler, J., & Greeno, J. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Ablex. https://doi.org/10.5040/9798400688362.0011
  10. Bottici, C. (2011). Imaginal politics. Thesis Eleven, 106(1), 56-72. https://doi.org/10.1177/0725513611407446
  11. Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5-15. https://doi.org/10.3102/0013189X005009005
  12. Butler, J. (2012). Bodies in alliance and the politics of the street. In M. McLagan, & Y. McKee (Eds.), Sensible politics: The visual culture of nongovernmental activism (pp. 117-137). Zone Books.
  13. Campos, D. G. (2010). The imagination and hypothesis-making in mathematics. In M. Moore (Ed.), New essays on Peirce’s mathematical philosophy (pp. 123-145). Open Court.
  14. Capone, R., Adesso, M. G., Manolino, C., Minisola, R., & Robutti, O. (2024). Culturally crafted lesson study to improve teachers’ professional development in mathematics: A case study in Italian secondary school. Journal of Mathematics Teacher Education, 27, 607-636. https://doi.org/10.1007/s10857-023-09578-3
  15. Chapman, O. (2008). Imagination as a tool in mathematics teacher education. Journal of Mathematics Teacher Education, 11(2), 83-88. https://doi.org/10.1007/s10857-008-9074-z
  16. Choppin, J., Carson, C., Borys, Z., Cerosaletti, C., & Gillis, R. (2014). A typology for analyzing digital curricula in mathematics education. International Journal of Education in Mathematics, Science and Technology, 2(1), 11-25.
  17. Civil, M. (2014). Why should mathematics educators learn from and about Latina/o students’ in-school and out-of-school experiences? Journal of Urban Mathematics Education, 7(2), 9-20. https://doi.org/10.21423/jume-v7i2a251
  18. Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40-68. https://doi.org/10.5951/jresematheduc.40.1.0040
  19. Crociani-Windland, L., & Hoggett, P. (2012). Politics and affect. Subjectivity, 5, 161-179. https://doi.org/10.1057/sub.2012.1
  20. d’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48.
  21. Davis, B., & Simmt, E. (2003). Understanding learning systems: Mathematics education and complexity science. Journal for Research in Mathematics Education, 34(2), 137-167. https://doi.org/10.2307/30034903
  22. Davis, B., & Sumara, D. (2005). Complexity science and educational action research: Toward a pragmatics of transformation. Educational Action Research, 13(3), 453-466. https://doi.org/10.1080/09650790500200291
  23. de Freitas, E. (2013). The mathematical event: Mapping the axiomatic and the problematic in school mathematics. Studies in Philosophy and Education, 32, 581-599. https://doi.org/10.1007/s11217-012-9340-5
  24. de Freitas, E., & Sinclair, N. (2013). New materialist ontologies in mathematics education: The body in/of mathematics. Educational Studies in Mathematics, 83, 453-470. https://doi.org/10.1007/s10649-012-9465-z
  25. De Vittori, T. (2021). On the role of imagination in the use of history in mathematics education. International Electronic Journal of Mathematics Education, 16(3), Article em0660. https://doi.org/10.29333/iejme/11296
  26. Degu, Y. A. (2020). Imagination in the philosophy of mathematics and its implication for mathematics education. Mathematics Teaching Research Journal, 12(2), 188-199.
  27. Deogratias, E. (2018). The possible ways of practicing complexity theory through concept study in mathematics class. International Journal of Curriculum and Instruction, 10(2), 142-151.
  28. Di Martino, P., Gregorio, F., & Iannone, P. (2023). The transition from school to university mathematics in different contexts: Affective and sociocultural issues in students’ crisis. Educational Studies in Mathematics, 113, 79-106. https://doi.org/10.1007/s10649-022-10179-9
  29. Dikeç, M. (2012). Space as a mode of political thinking. GeoForum, 43(4), 669-676. https://doi.org/10.1016/j.geoforum.2012.01.008
  30. Dreyfus, T., & Eisenberg, T. (1986). On the aesthetics of mathematical thought. For the Learning of Mathematics, 6(1), 2-10.
  31. Elden, S. (2007). There is a politics of space because space is political: Henri Lefebvre and the production of space. Radical Philosophy Review, 10(2), 101-116. https://doi.org/10.5840/radphilrev20071022
  32. Epple, M. (2011). Between timelessness and historiality: On the dynamics of the epistemic objects of mathematics. Isis, 102(3), 481-493. https://doi.org/10.1086/661622
  33. FitzSimons, G. E. (2013). Doing mathematics in the workplace: A brief review of selected literature. Adults Learning Mathematics, 8(1), 7-19.
  34. Flood, V. J., Shvarts, A., & Abrahamson, D. (2020). Teaching with embodied learning technologies for mathematics: Responsive teaching for embodied learning. ZDM Mathematics Education, 52, 1307-1331. https://doi.org/10.1007/s11858-020-01165-7
  35. Garcia-Olp, M., Nelson, C., & Saiz, L. (2022). Decolonizing mathematics curriculum and pedagogy: Indigenous knowledge has always been mathematics education. Educational Studies, 58(1), 1-16. https://doi.org/10.1080/00131946.2021.2010079
  36. Garza, A. (2017). A translanguaging mathematical space: Latino/a teenagers using their linguistic repertoire. In P. C. Ramirez, C. J. Davison Ávila, & E. C. Soto (Eds.), Learning from emergent bilingual Latinx learners in K-12: Critical teacher education (pp. 139-158). Routledge. https://doi.org/10.4324/9781315623238-8
  37. Gergen, K. J. (1978). Toward generative theory. Journal of Personality and Social Psychology, 36(11), 1344. https://psycnet.apa.org/doi/10.1037/0022-3514.36.11.1344
  38. Glasnović Gracin, D., & Trupčević, G. (2022). Time as a resource in mathematics education: Teachers’ perspectives. Asian Journal for Mathematics Education, 1(2), 162-186. https://doi.org/10.1177/27527263221109034
  39. González, N., Andrade, R., Civil, M., & Moll, L. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed At Risk, 6(1-2), 115-132. https://doi.org/10.1207/s15327671espr0601-2_7
  40. Grabiner, J. V. (1974). Is mathematical truth time-dependent? The American Mathematical Monthly, 81(4), 354-365. https://doi.org/10.1080/00029890.1974.11993559
  41. Grootenboer, P., & Marshman, M. (2016). Mathematics, affect and learning: Middle school students’ beliefs and attitudes about mathematics education. Springer. https://doi.org/10.1007/978-981-287-679-9
  42. Gutiérrez, R. (2013). The sociopolitical turn in mathematics education. Journal for Research in Mathematics Education, 44(1), 37-68. https://doi.org/10.5951/jresematheduc.44.1.0037
  43. Gutstein, E. R. (2016). “Our issues, our people—Math as our weapon”: Critical mathematics in a Chicago neighborhood high school. Journal for Research in Mathematics Education, 47(5), 454-504. https://doi.org/10.5951/jresematheduc.47.5.0454
  44. Hafeez, A., & Xenofontos, C. (2024). Pupils’ gendered experiences in the mathematics classroom: “When you’re in a class with such dominant boys, it’s not easy to put yourself forward”. SN Social Sciences, 4, Article 164. https://doi.org/10.1007/s43545-024-00969-8
  45. Hannula, M. S. (2019). Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends. Educational Studies in Mathematics, 100(3), 309-316. https://doi.org/10.1007/s10649-018-9865-9
  46. Harel, G. (2008). What is mathematics? A pedagogical answer to a philosophical question. In B. Gold, & R. Simons (Eds.), Proof and other dilemmas: Mathematics and philosophy (pp. 265-290). Mathematical Association of America. https://doi.org/10.5948/UPO9781614445050.018
  47. Hersh, R. (1997). What is mathematics, really? Oxford University Press. https://doi.org/10.1515/dmvm-1998-0205
  48. Heyd-Metzuyanim, E., & Sfard, A. (2012). Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying. International Journal of Educational Research, 51-52, 128-145. https://doi.org/10.1016/j.ijer.2011.12.015
  49. Heywood, A., & Chin, C. (2023). Political theory: An introduction. Bloomsbury Publishing.
  50. Hisano, R., & Sornette, D. (2013). Challenges to the assessment of time-to-proof of mathematical conjectures. The Mathematical Intelligencer, 35(1), 10-14. https://doi.org/10.1007/s00283-013-9383-7
  51. Hrastinski, S. (2023). Characteristics of education fiction. Postdigital Science and Education, 5, 516-522. https://doi.org/10.1007/s42438-023-00400-0
  52. Hunter, J. (2022). Challenging and disrupting deficit discourses in mathematics education: Positioning young diverse learners to document and share their mathematical funds of knowledge. Research in Mathematics Education, 24(2), 187-201. https://doi.org/10.1080/14794802.2022.2088607
  53. Ingold, T. (2012). Toward an ecology of materials. Annual Review of Anthropology, 41, 427-442. https://doi.org/10.1146/annurev-anthro-081309-145920
  54. Jenßen, L. (2022). A math-avoidant profession? Review of the current research about early childhood teachers’ mathematics anxiety and empirical evidence. In S. Dunekacke, A. Jegodtka, T. Koinzer, K. Eilerts, & L. Jenßen (Eds.), Early childhood teachers’ professional competence in mathematics (pp. 78-96). Routledge. https://doi.org/10.4324/9781003172529-5
  55. Jo, S., & Son, J.-W. (2022). “I can create and eat it for snack”: How can cooking activities support early math learning? Early Childhood Education Journal, 50, 983-997. https://doi.org/10.1007/s10643-021-01230-0
  56. Kakkori, L. (2013). Education and the concept of time. Educational Philosophy and Theory, 45(5), 571-583. https://doi.org/10.1111/j.1469-5812.2011.00838.x
  57. Khilji, M. A., & Xenofontos, C. (2024). “With maths you can have a better future”: How children of immigrant background construct their identity as mathematics learners. Scandinavian Journal of Educational Research, 68(6), 1089-1104. https://doi.org/10.1080/00313831.2023.2204108
  58. Kirshner, D., Lerman, S., & Ricks, T. E. (2010). What does network theory contribute to theorization of mathematics teaching? Complicity: An International Journal of Complexity and Education, 7(1), 43-51. https://doi.org/10.29173/cmplct8837
  59. Latimer, J., & Skeggs, B. (2011). The politics of imagination: Keeping open and critical. The Sociological Review, 59(3), 393-410. https://doi.org/10.1111/j.1467-954X.2011.02024.x
  60. Lloyd, G. M. (2008). Teaching mathematics with a new curriculum: Changes to classroom organization and interactions. Mathematical Thinking and Learning, 10(2), 163-195. https://doi.org/10.1080/10986060701854482
  61. Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540. https://doi.org/10.2307/749772
  62. Mazur, B., & Pesic, P. (2005). On mathematics, imagination & the beauty of numbers. Daedalus, 134(2), 124-130. https://doi.org/10.1162/0011526053887365
  63. Millroy, W. L. (1991). An ethnographic study of the mathematical ideas of a group of carpenters. Learning and Individual Differences, 3(1), 1-25. https://doi.org/10.1016/1041-6080(91)90002-I
  64. Mkhize, M. V. (2019). Transdisciplinary relationship between mathematics and accounting. The Journal for Transdisciplinary Research in Southern Africa, 15(1), Article a451. https://doi.org/10.4102/td.v15i1.451
  65. Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64, 121-144. https://doi.org/10.1007/s10649-005-9005-1
  66. Nasir, N. S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. The Journal of the Learning Sciences, 17(2), 143-179. https://doi.org/10.1080/10508400801986108
  67. Nemirovsky, R., & Ferrara, F. (2009). Mathematical imagination and embodied cognition. Educational Studies in Mathematics, 70(2), 159-174. https://doi.org/10.1007/s10649-008-9150-4
  68. Ng, O., & Sinclair, N. (2013). Gestures and temporality: Children’s use of gestures on spatial transformation tasks. In A. M. Lindmeier, & A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education (vol. 3, pp. 361-368). PME.
  69. Nikulin, D. (2008). Imagination and mathematics in Proclus. Ancient Philosophy, 28(1), 153-172. https://doi.org/10.5840/ancientphil20082818
  70. Osborne, P. (1994). The politics of time. Radical Philosophy, 68, 3-10.
  71. Pais, A., & Valero, P. (2012). Researching research: Mathematics education in the Political. Educational Studies in Mathematics, 80, 9-24. https://doi.org/10.1007/s10649-012-9399-5
  72. Petersen, M. B., & Aarøe, L. (2013). Politics in the mind’s eye: Imagination as a link between social and political cognition. American Political Science Review, 107(2), 275-293. https://doi.org/10.1017/S0003055413000026
  73. Pinxten, M., Marsh, H. W., De Fraine, B., Van Den Noortgate, W., & Van Damme, J. (2014). Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure. British Journal of Educational Psychology, 84, 152-174. https://doi.org/10.1111/bjep.12028
  74. Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M. (2019). Mathematical anxiety among engineering students. Infinity, 8(2), 179-188. https://doi.org/10.22460/infinity.v8i2.p179-188
  75. Prediger, S. (2019). Theorizing in design research: Methodological reflections on developing and connecting theory elements for language-responsive mathematics classrooms. Avances de Investigación en Educación Matemática, 15, 5-27. https://doi.org/10.35763/aiem.v0i15.265
  76. Presmeg, N. C. (1992). Prototypes, metaphors, metonymies and imaginative rationality in high school mathematics. Educational Studies in Mathematics, 23(6), 595-610. https://doi.org/10.1007/BF00540062
  77. Quaye, J., & Pomeroy, D. (2022). Social class inequalities in attitudes towards mathematics and achievement in mathematics cross generations: A quantitative Bourdieusian analysis. Educational Studies in Mathematics, 109, 155-175. https://doi.org/10.1007/s10649-021-10078-5
  78. Quintos, B., Turner, E., & Civil, M. (2024). Parents and teachers collaborating to disrupt asymmetrical power positions in mathematics education. ZDM Mathematics Education, 56, 409-421. https://doi.org/10.1007/s11858-024-01555-1
  79. Radford, L. (2008). Connecting theories in mathematics education: Challenges and possibilities. ZDM Mathematics Education, 40, 317-327. https://doi.org/10.1007/s11858-008-0090-3
  80. Radford, L. (2014). Towards an embodied, cultural, and material conception of mathematics cognition. ZDM Mathematics Education, 46, 349-361. https://doi.org/10.1007/s11858-014-0591-1
  81. Rausch, A., Seifried, J., & Harteis, C. (2017). Emotions, coping, and learning in error situations in the workplace. Journal of Workplace Learning, 29(5), 374-393. https://doi.org/10.1108/JWL-01-2017-0004
  82. Razfar, A. (2012). ¡Vamos a jugar counters! Learning mathematics through funds of knowledge, play, and the third space. Bilingual Research Journal, 35(1), 53-75. https://doi.org/10.1080/15235882.2012.668868
  83. Remillard, J. T., & Heck, D. J. (2014). Conceptualizing the curriculum enactment process in mathematics education. ZDM Mathematics Education, 46, 705-718. https://doi.org/10.1007/s11858-014-0600-4
  84. Renn, K. A., & Smith, B. R. G. (2023). Ecological models in higher education research: Overview and synthesis. New Directions for Higher Education, 2023(204), 11-22. https://doi.org/10.1002/he.20491
  85. Reyes, L. H. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 558-581. https://doi.org/10.1086/461384
  86. Sabirova, E. G., Zaripova, Z. F., Mikhaylovsky, M. N., Serebrennikova, Y. V., Torkunova, J. V., & Buslaev, S. I. (2020). Recreating imagination and self-regulation as means of mathematical thinking development in inclusive education. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), Article em1890. https://doi.org/10.29333/ejmste/8501
  87. Saiber, A., & Turner, H. S. (2009). Mathematics and the imagination: A brief introduction. Configurations, 17(1), 1-18. https://doi.org/10.1353/con.0.0072
  88. Schmitt, C. (1996). The concept of the Political. University of Chicago Press.
  89. Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1-36. https://doi.org/10.1007/BF00302715
  90. Sharma, S., & Sharma, S. (2023). Successful teaching practices for English language learners in multilingual mathematics classrooms: A meta-analysis. Mathematics Education Research Journal, 35, 821-848. https://doi.org/10.1007/s13394-022-00414-0
  91. Shvarts, A., Alberto, R., Bakker, A., Doorman, M., & Drijvers, P. (2021). Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system. Educational Studies in Mathematics, 107, 447-469. https://doi.org/10.1007/s10649-021-10053-0
  92. Sinclair, N., & de Freitas, E. (2019). Body studies in mathematics education: Diverse scales of mattering. ZDM Mathematics Education, 51, 227-237. https://doi.org/10.1007/s11858-019-01052-w
  93. Sinclair, N., & Ferrara, F. (2023). Towards a socio-material reframing of mathematically challenging tasks. In R. Leikin (Ed.), Mathematical challenges for all (pp. 307-322). Springer. https://doi.org/10.1007/978-3-031-18868-8_16
  94. Skaalvik, E. M., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136. https://doi.org/10.1016/j.ijer.2015.06.008
  95. Smith-Lovin, L. (2000). Simplicity, uncertainty, and the power of generative theories. Contemporary Sociology, 29(2), 300-306. https://doi.org/10.2307/2654384
  96. Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79-96. https://doi.org/10.1080/03075070601099473
  97. Steele, D. F. (2001). Using sociocultural theory to teach mathematics: A Vygotskian perspective. School Science and Mathematics, 101(8), 404-416. https://doi.org/10.1111/j.1949-8594.2001.tb17876.x
  98. Sydänmaanlakka, A., Häsä, J., Holm, M. E., & Hannula, M. S. (2024). Mathematics-related achievement emotions – Interaction between learning environment and students’ mathematics performance. Learning and Individual Differences, 113, Article 102486. https://doi.org/10.1016/j.lindif.2024.102486
  99. Todd, P., & Gigerenzer, G. (1999). What we have learned (so far). In G. Gigerenzer, P. Todd, & The ABC Group (Eds.), Simple heuristics that make us smart (pp. 357-365). Oxford University Press.
  100. Triantafillou, C., & Potari, D. (2010). Mathematical practices in a technological workplace: The role of tools. Educational Studies in Mathematics, 74(3), 275-294. https://doi.org/10.1007/s10649-010-9237-6
  101. Turner, E., Buxner, S., Miller, S. B., Baze, C., & Valerdi, R. (2024). Connecting mathematics and sports in informal learning spaces. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1456653
  102. Valasmo, V., Paakkari, A., Sahlström, F., Backholm-Nyberg, Y., & Majors, J. (2023). Invisible participation: A sociomaterial analysis of a synchronous distance lesson during emergency remote teaching. Digital Culture & Education, 14(4), 112-132.
  103. Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (2nd ed., pp. 713-717). Springer. https://doi.org/10.1007/978-3-030-15789-0_170
  104. Viteri, S., & DeDeo, S. (2022). Epistemic phase transitions in mathematical proofs. Cognition, 225, 105120. https://doi.org/10.1016/j.cognition.2022.105120
  105. Warren, M. E. (1999). What is political? Journal of Theoretical Politics, 11(2), 207-231. https://doi.org/10.1177/0951692899011002004
  106. Watson, C. (2011). Staking a small claim for fictional narratives in social and educational research. Qualitative Research, 11(4), 395-408. https://doi.org/10.1177/1468794111404317
  107. Wenzel, C. H. (2013). Art and imagination in mathematics. In M. L. Thompson (Ed.), Imagination in Kant’s critical philosophy (pp. 49-68). Walter de Gruyter. https://doi.org/10.1515/9783110274653.49
  108. Wibowo, T., Sutawidjaja, A., As’ari, A. R., & Sulandra, I. M. (2017). Characteristics of students sensory mathematical imagination in solving mathematics problem. International Electronic Journal of Mathematics Education, 12(3), 609-619. https://doi.org/10.29333/iejme/637
  109. Williams, J., & Wake, G. (2007). Black boxes in workplace mathematics. Educational Studies in Mathematics, 64(3), 317-343. https://doi.org/10.1007/s10649-006-9039-z
  110. Xenofontos, C. (2018). Greek-Cypriot elementary teachers’ epistemological beliefs about mathematics. Teaching and Teacher Education, 70, 47-57. https://doi.org/10.1016/j.tate.2017.11.007
  111. Xenofontos, C. (2025a). Atmospheres of exclusion: Dante’s Inferno and the mathematics classroom. Philosophies, 10(6), Article 116. https://doi.org/10.3390/philosophies10060116
  112. Xenofontos, C. (2025b). Mathematics education in the shadow of fascism. For the Learning of Mathematics, 45(1), 20-25.
  113. Xenofontos, C. (2025c). The mathematics classroom as junkspace: A conceptual critique of educational spatiality. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2025.2600966
  114. Xenofontos, C., & Appelbaum, P. (2025). Conceived linearities in the mathematics classroom and how to disrupt them. Research in Mathematics Education. https://doi.org/10.1080/14794802.2025.2579307
  115. Zembylas, M. (2006). Witnessing in the classroom: The ethics and politics of affect. Educational Theory, 56(3), 305-324. https://doi.org/10.1111/j.1741-5446.2006.00228.x