David Wagner
TitleCited byYear
Re-mythologizing mathematics through attention to classroom positioning
D Wagner, B Herbel-Eisenmann
Educational Studies in Mathematics 72 (1), 1-15, 2009
1222009
Appraising lexical bundles in mathematics classroom discourse: Obligation and choice
B Herbel-Eisenmann, D Wagner
Educational Studies in Mathematics 75 (1), 43-63, 2010
872010
Students' critical awareness of voice and agency in mathematics classroom discourse
D Wagner
Mathematical Thinking and Learning 9 (1), 31-50, 2007
842007
Language and communication in mathematics education: an overview of research in the field.
C Morgan, T Craig, M Schütte, D Wagner
ZDM: The International Journal of Mathematics Education 46 (6), 843-853, 2014
652014
Positioning in mathematics education: revelations on an imported theory
B Herbel-Eisenmann, D Wagner, K Johnson, H Suh, H Figueras
Educational Studies in Mathematics 89 (2), 185-204, 2015
632015
'Just don't': The suppression and invitation of dialogue in the mathematics classroom
D Wagner, B Herbel-Eisenmann
Educational Studies in Mathematics 67 (2), 143-157, 2008
622008
Lexical bundle analysis in mathematics classroom discourse: The significance of stance
B Herbel-Eisenmann, D Wagner, V Cortes
Educational Studies in Mathematics 75 (1), 23-42, 2010
602010
A framework for uncovering the way a textbook may position the mathematics learner
B Herbel-Eisenmann, D Wagner
For the Learning of Mathematics 27 (2), 8-14, 2007
522007
Feeling number: Grounding number sense in a sense of quantity
D Wagner, B Davis
Educational Studies in Mathematics 74 (1), 39-51, 2010
382010
Equity in discourse for mathematics education: Theories, practices, and policies
B Herbel-Eisenmann, J Choppin, D Wagner, D Pimm
Springer, 2012
352012
Identifying authority structures in mathematics classroom discourse - a case of a teacher's early experience in a new context
D Wagner, B Herbel-Eisenmann
ZDM: The International Journal of Mathematics Education 46 (6), 871-882, 2014
272014
Investigation, mathematics education and genre: an essay review of Candia Morgan's Writing Mathematically: The Discourse of Investigation
D Pimm, D Wagner
Educational Studies in Mathematics 53 (2), 159-178, 2003
272003
Opening mathematics texts: Resisting the seduction
D Wagner
Educational Studies in Mathematics, 80 (1-2), 153-169 80 (1-2), 153-169, 2012
242012
Students' Language Repertoires for Prediction
D Wagner, J Dicks, P Kristmanson
The Mathematics Enthusiast 12 (1), 246-261, 2015
112015
If mathematics is a language, how do you swear in it?
D Wagner
Montana Mathematics Enthusiast 6 (3), 449-458, 2009
112009
Talking about teaching mathematics for social justice
D Stocker, D Wagner
For the Learning of Mathematics 27 (3), 17-21, 2007
112007
'Just go': mathematics students' critical awareness of routine procedure
D Wagner
Canadian Journal of Science, Mathematics and Technology Education 8 (1), 35-48, 2008
102008
We have a problem here: 5 + 20 = 45?
D Wagner
Mathematics Teacher 96 (9), 612-616, 2003
102003
Mathematics teachers' representations of authority
D Wagner, B Herbel-Eisenmann
Journal of Mathematics Teacher Education 17 (3), 201-225, 2014
72014
Mathematics education with/for indigenous peoples
R Jorgensen, D Wagner
Mathematics Education Research Journal 25, 1-3, 2013
52013
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Articles 1–20