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Index

AAdams, J., 169–170, 179Advisory Committee on Mathematics

Education, 64Aesthetic, 54–55, 59, 137Alexander, R., 59, 191Algebra, 7, 18, 156Allen, W., 120, 122Allison, A., 66Althusser, L., 69–70, 72, 84, 100, 109, 123,

135–136, 182–183Analytical apparatus, 2, 4, 6, 17, 33, 96, 133,

137–138, 144, 150, 163, 169, 193Appel, S., 110Apprehension, 3, 6, 17–18, 43, 47–48, 50, 53,

63, 90, 103, 112–113, 115, 118, 135,140, 146–148, 160, 164, 169–170, 195

Argyris, M., 66Art, 53–56, 59, 61, 116, 120, 140, 141,

169–170, 179, 193Art education, 170, 179Art Review, 53Askew, M., 66Aspirations, 3, 6–7, 58–59, 64, 69–73, 81, 96,

104, 142, 173, 181–182, 188Assessment, 21, 33, 58, 64–65, 69, 89–91,

97, 103–104, 108, 122, 124, 128, 142,151, 168, 170, 171–176, 178, 185–186,194–195

Atkinson, D., 16, 80, 84, 110, 140, 143, 160,169–170, 183

Australia, 66Aztecs, 26

BBachelard, G., 135Badiou, A., 16, 44, 48–49, 87, 106, 108, 113,

131–150, 152, 155–158, 160–163,165–167, 169, 176–177, 180, 184, 193

Baker, K., 176Baldino, R., 110Banwell, C., 151Banyankore, 10–11Barceló, C., 44Bardini, C., 96, 163Baron, S., 64Barthes, R., 45, 87Bartolini Bussi, M., 17, 94Barwell, R., 60Bazzini, L., 94Being, 2–6, 10–11, 13–18, 21, 25, 28, 30–31,

33, 36–39, 44–46, 48–50, 53–55, 58,60–61, 64–65, 69–72, 74–76, 78–81,84–90, 92–94, 96–101, 104–109,112–117, 119–122, 124, 126, 128–129,133, 136–140, 142–152, 154–162,165–169, 172–173, 175–184, 187–189,191–192, 194–195

Bell, A., 75Bellos, A., 87, 156Berger, P., 90, 145Bernstein, 94Bhabha, H., 123Bibby, T., 66, 110, 117, 162, 191Biesta, G., 110Big Other, 114Binary divide, 112, 123Biology/biological, 2, 49, 84, 90, 103, 105,

107–108, 112–114, 144Bishop, A., 13Black, L., 60, 69, 175Blanton, M., 71, 116Bohl, J.V., 68, 71, 121Bohr, N., 140Boni, M., 17Bootle, R., 58Bottery, M., 185Bourdieu, P., 94, 118, 169

209

210 Index

Bourriaud, N., 54–55Bowers, J. S., 94Boyask, R., 64Bradford, K., 9–16Brain, 2, 18, 61, 109, 112, 114Breen, C., 110The Brief History of Time, 56British Educational Research Association, 174British secondary schools, 18Britzman, D., 110, 139, 194Brown, T., 16, 22, 38, 45–46, 55, 63–64,

66–68, 72, 80, 84, 86–88, 92, 94, 100,110–111, 115, 120–122, 128, 130, 144,151–152, 161–163, 166, 171, 174, 179

Bruss, N., 116Bryans, M., 66, 121Buese, D., 120Bullock, K., 66Burns, C., 66Burton, L., 94Butler, J., 72, 87, 89, 113, 183, 188

CCabral, T., 110Calculus, 27–33, 45–46Cantorian set theory, 144Capitalist, 58, 177Carter, G., 71, 116Chauvet, 141Cho, D., 110, 117, 191Choral Hall, 191Circle, 10–19, 21–22, 25–27, 39, 42–43,

47–48, 50, 57, 121, 124, 146–148, 165Clarke, K., 68Classroom, 5–6, 9, 18, 25, 43, 55–56, 58,

63–66, 75, 77–79, 83, 90–92, 96–99,104, 110, 113–114, 116, 121, 136, 150,158, 161–162, 165, 171–172, 174–180,185, 191

Classroom practice, 5, 113, 171, 175–176Clegg, J., 33Climate, 60, 151Cobb, P., 94Cognitive, 2, 65, 84, 87, 90, 92, 94, 105–109,

113, 124, 126, 149, 158Cohen, D., 68, 70Colapietro, V., 90Colebrook, C., 87–88Cole, M., 71, 93, 116Commodified, 7, 130, 173, 178Commodity, 176–180Common ground, 49, 158, 160Comparative test, 6, 69, 93, 158, 173, 179

Concept, 11, 14, 50, 97, 107, 111–112, 118,145, 147–149, 156, 161, 179

Confrey, J., 93, 110Consensus/consensual, 7, 49, 65, 67, 69–71,

82, 88, 100, 134, 142–143, 147, 176Construction, 4, 16–17, 20, 28, 38, 44–45, 47,

50, 60, 74, 84, 86, 90–91, 103–104,114, 116, 127, 129, 143, 145–148,159–161, 163, 177–178, 180, 183,193–194

Constructivism, 6, 68, 93, 124, 143Contemporary art, 4, 53–55, 169Context, 2, 5, 9, 33, 46, 49, 63, 66, 73–76,

78–82, 85, 88, 92, 96, 101, 106,110–113, 124, 129, 131, 133–134, 146,151, 157–159, 175, 177, 179, 181, 195

Continuous, 17, 22, 25–26, 28, 33, 38–39, 48,50, 96, 148–149, 178, 195

Control, 7, 45, 47, 51, 58, 60–61, 86, 90, 94,106, 114, 118, 130, 142, 151, 179, 181,186, 193

Control technology, 60, 90, 94, 106, 130, 181Cooper, B., 94Cortes, V., 87Creation of the animals: “Where are the

dinosaurs?”, 44Credit Crunch, 58, 60Critchley, S., 145Cultural Historical Activity Theory (CHAT),

177Culture, 2, 4, 10, 13, 17, 44, 54, 71, 83, 91,

100, 104, 121–122, 126, 129–130,142, 157–158, 160–161, 164–169, 177,193–194

Curriculum, 4–6, 9, 11, 51, 63–82, 84, 86,91–92, 96–97, 100, 118, 121, 124, 126,128, 142, 144, 151, 155, 160, 162, 168,171–177, 179–181, 184

Cycle/cyclical, 15–16, 39, 48

DDamascus, 143D’Amore, B., 110, 124Davis, P., 60, 69, 175Day, C., 64, 115De Freitas, E., 55, 94De Lange, J., 73Deleuze, G., 135Demands, 3, 6, 9, 57, 60, 72, 84, 88, 92, 100,

104, 109, 114–115, 118–119, 131, 142,168, 171–173, 180–183, 185, 192

Department for Education and Skills, 64

Index 211

Derrida, J., 17, 46, 50, 79, 86, 110, 112,134–135, 183

De Sautoy, M., 191Desire(s), 108–110, 114–117, 119, 123,

125–126, 177–183, 188–189Development, 2, 4–5, 9–11, 25, 45, 50, 64–67,

69, 71, 73, 77, 86, 91–92, 106, 108,115–118, 131, 133, 140, 149, 158, 162,166, 172, 181, 184–185

Devine, N., 68, 128Differentiation, 28, 31–32, 46Discourses, 7, 14–15, 46, 50, 72, 79, 82–83,

85, 89, 93, 97, 100, 111, 114, 116–117,124, 128–129, 141–143, 159, 164, 168,174, 176, 179, 182–185, 187, 189

Discrete, 7, 17–18, 22, 25, 28, 38–39, 48, 50,123, 149, 177–178, 194–195

Discursive, 45, 51, 71–72, 74–76, 79, 81,83–84, 86–89, 91, 93, 101, 106,110–115, 117, 119, 124, 128–129, 131,134, 136, 138, 140, 160, 163, 180, 185,187–189

Discursive formation, 71Dorment, R., 54The Doubling modulo, 138, 151Dowling, P., 94Dream-text, 179Dreyfus, T., 55Dunne, M., 94Duval, R., 90, 95, 99–100, 126, 129

EEade, F., 74, 130Eagleton, T., 87Economic, 54, 58, 64, 71, 74, 142, 177, 185Economic and Social Research Council, 64, 74Educational Studies in Mathematics, 5, 83, 93,

110, 163Ego, 106–109, 114, 119–120, 124, 182Egyptian, 26Einstein, A., 49, 140, 142–143, 161Eisenberg, T., 55Ellipse, 19–21, 39, 42–43, 146Emancipation, 86Emergency medicine, 86Emergency Medicine Journal, 86Emerson, C., 117Emotion, 124, 126, 128, 183England, 2, 39, 55, 58–59, 64, 68–69, 72, 144,

151, 172–173England, J., 16, 80, 84, 110–111English National Numeracy Strategy, 73

Environment, 2, 4, 6, 47, 53, 55, 58–59, 63, 85,90, 96, 115, 117, 127, 133, 147, 149,152, 159–160, 168, 174, 178

Ernest, P., 90–91, 93–95, 99Euclid, 17, 57, 126, 137, 141–142Exam (ination), 4, 33, 55–56, 64, 69, 114, 128,

139–140, 146, 159, 171, 173–174, 182

FFairclough, N., 91, 113Fantasies, 60, 108, 110, 113, 115, 119–120,

123–125, 178, 183, 188Farrow, M., 120Felman, S., 110Feltham, O., 135, 146Fennema, E., 68Ferguson, N., 58Ferrara, F., 147For the love of God, 53Foucault, M., 71, 84–86, 110–111, 134–136,

138, 183–184Freud, A., 107, 110–111, 119, 177, 179Freudenthal, H., 73, 75, 177Freudenthal Institute, 74–75Freud, S., 106–109Fullan, M., 66Function, 2, 4, 6–7, 16, 31, 44, 49, 51, 53–54,

56, 63, 73, 78–79, 82, 84, 86, 89, 105,108, 112–114, 116–117, 124, 126,130, 137, 139–140, 145–146, 148–149,159–160, 168–169, 177, 181–182, 184,187, 192, 194

Furinghetti, F., 161

GGabriel, M., 45, 137, 175Gadamer, H.-G., 134, 161Gade, S., 117Galileo, 44, 143, 193Gallagher, S., 86, 138, 161Galton, M., 66Gap, 30, 70, 76, 80, 117, 119, 125, 143, 175,

180, 182–184, 187Gattegno, C., 17–18, 50, 149–150, 155–157,

177, 195Gauss, C. F., 191Gee, J.P., 113Geist, P.K., 68Geometry(ic/al), 3–4, 7, 10, 13, 16–18, 25, 28,

33, 38, 43, 45–46, 50–51, 56, 121–122,126, 137, 140, 142, 146–149, 178, 195

Giddens, A., 106Gödel’s Incompleteness Theorem, 193

212 Index

Goldenberg, P., 68The Good Soldier Švejk, 188Goos, M., 71, 116Government, 3, 6, 55–56, 59, 66, 69, 72–74,

76, 82, 84, 86, 100, 115, 120, 128, 131,161–162, 172–174, 179, 184–187, 189

Government Inspections, 128Government Inspections for training colleges,

128Grammar, 2, 139, 145Graph, 12, 14, 26, 28, 31–32, 35, 37, 59, 65,

86, 89, 107, 127, 157–162, 166–167,178, 186, 191

Gravemeijer, K., 74Graven, M., 94Green, M., 48Grosz, E., 108Groves, J., 120Gu, Q., 64, 115Guzman, J., 158

HHabermas, J., 86, 91Hallward, P., 49, 135–137Hammersley, M., 79Handal, B., 66Hanley, U., 63, 74, 120Hardy, T., 110Hargreaves, D., 65Harrington, A., 74, 138Harvey, D., 1, 87Hašek, J., 188Hawking, S., 48, 56–59, 129Hegel, G., 111–113, 129, 172, 187Hegemonic, 173, 184Heggs, D., 87Heidegger, M., 134Heinz, K., 68, 107Heisenberg, W., 140Henriques, J., 110Herbel-Eisenmann, B., 87Hermeneutics

conservative, 96critical, 86moderate, 86, 161radical, 86

Herrington, A., 66Heywood, D., 38–43Hickey, D., 66Hirst, D., 53–55Historical, 4, 6, 13, 17–18, 43–44, 47, 50, 63,

85–86, 103, 110, 116, 134, 139, 141,

144, 147, 158–159, 163–165, 176–177,179, 188, 194

Historicity, 17, 46History, 4, 44, 47, 49, 54, 56, 59, 61, 65, 70,

79, 98, 136, 140–141, 155–156, 161,167, 176, 192–193

Hodge, R., 91, 113Hoffmann, M., 97Hollway, W., 110Holzman, L., 130Homer, S., 111Hughes, R., 53Human, 1–4, 6, 14, 16–18, 27, 41, 43–44,

47–48, 51, 53, 56–57, 60–61, 69, 71,73, 82, 87–88, 91, 97–98, 103–113,115–117, 119–120, 122–125, 129,133–135, 138, 140, 142, 146–147, 149,151, 156–157, 160, 162–164, 166–167,169, 175, 179, 182–183, 191–193, 195

Husserl, E., 13–14, 17, 43, 45–46, 122, 147,164

Hutcheson, G., 60, 69, 175

IId, 107Ideal, 6, 16–17, 21, 25, 43, 46–48, 50, 59, 70,

126, 148, 162, 164, 166, 194Identification, 17, 54, 67, 69–70, 72, 79, 82,

98, 105, 107–108, 117, 121–123, 125,127, 182

Identity, 6, 65, 80, 82, 98, 180–184, 187Ideological state apparatus, 70Ideology (ical/ly), 7, 59, 69–73, 80, 82, 84, 86,

103, 107, 121, 123, 125, 130, 135–136,143, 160, 167, 182, 186–188

Imaginary (Lacanian), 48, 120, 122–126, 130,147, 193

Improvement, 65–67, 69–71, 73, 80–82, 99,123, 171, 173, 182, 187, 192

Initial Teacher Training, 55Inspections, 128, 181Integration, 28, 31–32, 37–38, 46, 96Intensity, 48Interpellated, 84, 182–183Interpellation, 123, 182Interpretant, 92, 111, 127Investigation(s), 68, 92, 136–138, 142,

150–153, 166–167, 178

JJackson, M., 175Jackson, S., 21Jagodzinski, J., 110

Index 213

Johnson, J., 66Johnston-Wilder, S., 146Jones, L., 16, 111

KKatz, V., 161Kehlmann, T., 191Kieran, T., 68Kilroy, D., 86Kington, A., 64, 115Kinsel, M., 68Klein, M., 110Kline, M., 13Knowledge, 16, 33, 35, 44, 46–47, 50, 56,

78, 86, 91–92, 97, 103–104, 122–123,127, 132–147, 150–152, 155, 157–158,160–161, 163–164, 166–169, 171, 174,176–177, 180, 184, 192–194

Kress, G., 91, 113Kuhn, T.S., 48Kynigos, C., 66

LLacanian, 104, 109, 111, 119–126, 131,

141–144, 149, 178, 182Lacan, J., 5, 15, 88, 91, 97, 104–133, 135,

141–144, 149–150, 157, 166–168, 170,172, 182–183, 189, 192–193

Laclau, E., 69, 99–100, 113, 187Lakatos, I., 135Lakoff, G., 147Language, 1, 10–11, 13–14, 16, 43–51, 72,

83, 86, 89, 91, 105, 109, 111, 115,117, 121–123, 125, 131, 134–135, 138,141–143, 145, 147, 155, 158, 161,164–166, 173–174, 180, 185, 188–189

Lappas, D., 147Latent dream, 177, 179Lather, P., 7Lave, J., 93Leader, D., 120Lee, Y., 93Lemke, J., 90Lerman, S., 93Leslie, E., 68, 128Levi-Strauss, C., 111, 164–165Liberati, S., 44Linguistic(s/ical), 1, 4, 10, 13–15, 28, 44, 47,

50, 89, 97, 105, 111–112, 116–117,122, 127, 134–135, 142–143, 145, 184,195

Literary theory, 87Lloyd, G.M., 68

Logics of Worlds, 145LOGO, 47, 157Lopez-Real, F., 66Lovlie, L., 88Luckmann, T., 90, 145Lyotard, J.-F., 134–135

MMadness, 85Malson, H., 88Manchester Metropolitan University, 74Mancunian, 32–38Manifest, 160, 174, 177, 179Manifest dream content, 179Mason, J., 16, 50, 143, 146Mathematical investigations, 150–155Mathematics, 1–18, 31, 43, 45–46, 49–51,

53–61, 63–75, 79, 81–101, 105–189,191–195

Mathematics in Context (MiC), 73–82Math wars, 68, 143McNamara, O., 45–46, 55, 63, 64, 66, 67–68,

72, 84, 92, 110, 120, 144, 151, 162,171, 174

Meaghan, M., 138Meaning, 140–141Measuring the World, 191Medical, 86, 127–128Medicine, 86Milbank, J., 131Miller, J.-A., 111Millett, A., 66Mind, 112, 115–116, 127, 138, 147, 149, 151,

157, 165Miranda, I., 158Mirror stage (stade du miroir), 117Morgan, C., 90–91, 94–95, 99–101Morris, E., 176Mouffe, C., 82Mouffe, M., 87, 100, 187Moutsios-Rentzos, A., 17Myhill, D., 66Myth(ologise), 45

NNancy, J.-L., 87Narcissistic, 108Narrative(s), 5, 16, 44–47, 89, 108, 113National Centre for Excellence in the Teaching

of Mathematics, 64National Council of Teachers of Mathematics

(NCTM), 68, 97National Curriculum, 64, 75, 128

214 Index

National Curriculum for Initial Training, 128National Numeracy Framework, 73National Numeracy Strategy, 73–76, 128, 173,

175, 182, 184Neighbourhood Renewal Strategy, 128Nelson, B., 68Nemirovsky, R., 147Newman, F., 130New teacher, 6, 59, 71, 72, 120, 173–174, 180,

182, 184Newton, I., 17, 28, 48, 140, 142, 161New Zealand, 56, 58–59, 66, 128, 189Ng, S., 66Nolan, K., 44, 120Nordtug, B., 88Numeracy, 55, 73–76, 128, 173, 175, 182, 184Numeracy Skills Test, 55, 128Numeracy Skills Tests for teachers, 128Nunes, T., 160Núñez, R., 147

OObject(ive/ification), 2, 16, 47, 54, 60–61,

74–76, 80–81, 90, 96, 100, 108, 121,126, 128, 134, 150–151, 155, 157–158,162–163, 165–167, 173, 186–187

Office for Standards in Education, 64Official, 67, 71–72, 120, 173, 184–187, 189Ogden, 155–157Ollerton, M., 152Ongstad, S., 90–91, 95–96, 99–100Ontology, 145, 164Otte, M., 90, 94–95, 99–100, 123, 126

PPacific, 68, 128Paiti, M., 68, 128Pampaka, M., 175Papert, S., 157Paris, 143Parker, I., 38Passeron, J.-C., 118Patton, P., 138Pedagogy, 56, 76, 110, 139–140, 157, 169–170Peirce, C. P., 5, 83, 88, 90–92, 98, 110–112,

127–129, 163–164Peirce, C. S., 83Peirce’s approach to the self, 90Pellegrino, J., 66Perceptions, 2, 4, 18, 43, 54, 63, 66, 74, 85,

106, 140, 167Performance, 2, 7, 18, 55–59, 64, 103,

114–115, 120, 126, 173, 179, 187, 189

Performative, 57, 181–182Peters, M., 110Phenomenology(ies), 15, 45, 165Philosophical(ly), 2, 6, 49, 94, 96, 101, 131,

133–134, 138, 142–143, 145, 163, 175Philosophy (ers), 6, 67, 75, 82, 93–94, 98,

106, 111–113, 129, 131, 134–135, 140,142–144, 160, 166–167, 169

Physics, 4, 17, 49, 56–57, 140, 143Piaget, J., 5, 6, 88, 90–93, 106, 109–111,

113–117, 119, 122, 129–130, 133, 135,147–149, 157

Picasso, 141PISA, 69, 173Pitt, A., 110Planet(ary), 38–43, 48Policy, 6, 64–66, 72, 79, 82, 84, 89, 92, 94–96,

98–100, 128, 131, 144, 161, 171–176,181, 184–189

Political, 2, 6, 64–65, 104, 113, 132, 142, 170,171–189

Political science, 87Post-modernism, 90Post-structuralism, 86, 88, 94, 111, 183Practitioner, 9, 16, 50, 185Presmeg, N., 83, 88, 90–91, 95–97, 99, 110,

179Problem solving, 68–69, 71, 89, 143, 152, 173,

178Professional development, 4, 172, 184–185Professionalism, 6, 72, 172–173, 181, 186Pryor, J., 66Psychoanalytic (al/is), 5, 106–108, 110,

112–113, 122, 141–142Psychology, 5, 15, 60, 85, 88–93, 103,

105–110, 113–114, 116, 119, 124, 130,160, 197

Psychology of Mathematics Education, 107Pythagoras, 11Pythagorean Theorem, 17

QQualifications and Curriculum Development

Agency, 64Qualitative unity, 137

RRadford, L., 14, 17, 63, 88, 90, 94–96, 99, 110,

116, 118, 147, 150, 158, 160–168, 192,195

Rancière, J., 100Rao, N., 66

Index 215

Realistic Mathematics Education (RME),73–75, 80, 97

Reality, 1, 8, 14, 47, 49, 58, 68, 73, 79, 105,107–108, 117, 119, 125, 134, 140, 143,157, 161, 164, 169, 178, 183, 186–189

Real (Lacanian), 122–125Real life, 59–60, 78, 97, 114, 120, 155, 157,

159, 175, 193Rees, G., 64Reflect, 84, 116, 130, 183, 185Reflective, 9–13, 16, 25, 50, 61, 122, 147, 161,

166Reform, 2, 4, 65, 67–71, 73, 82, 104, 121, 124Remillard, J., 66–68, 71, 86, 121Renewal, 2, 6–7, 48, 50–51, 103–132,

133–170, 193Represent(ation), 1, 12, 39, 75, 100, 107, 111,

127, 129, 139–140, 142, 147, 169, 183Research, 2–3, 5–7, 9, 14–16, 50, 57,

59, 63–69, 71–74, 79–80, 83–101,105–133, 146, 150–151, 158–159, 161,163–164, 172, 174–176, 180, 182, 185,189, 195

Rhodes, V., 66Ricoeur, P., 44–45, 86Rigid designator, 180Robertson, J., 110Romberg, T., 66Roth, W.-M., 93, 147, 192Runyankore (language), 10, 13–14

SSabena, C., 96, 163Saenz-Ludlow, A., 83, 90–91, 96, 99, 110Sahin, C., 66Sammons, P., 64, 115Saunders, K., 151Saunders, L., 64Saussure, F. de, 5, 97, 111Schön, D., 73School mathematics, 2, 50–51, 56, 58–60,

63–64, 69, 73, 91, 94, 103, 142, 155,157, 167–170, 172–180, 194

Schubring, G., 17Self, 1, 14, 17, 46, 48, 72, 89–90, 95, 97,

105–106, 108–109, 112–113, 116–117,119–125, 129, 144, 149, 183–185, 187,189

Semiotic(s/ical), 5, 83, 90–92, 94–95, 97–100,109–111, 127–130, 164, 166

Senger, E., 66Series, C., 56, 59Shakespeare, W., 193

Shape, 16–27Sharp, J., 56Sign, 92, 96, 111, 127–128, 159Signified, 14, 45, 47, 59, 83, 112, 180, 194Signifier, 14–15, 45, 59, 112, 117, 124,

126–127, 180Sila’ila’i, E., 68, 128Simon, M., 68Simpson’s rule, 29, 38, 46Sinclair, N., 17, 54–55, 137, 149Skemp, R., 91Skott, J., 66, 121Smees, R., 64, 115Smolin, L., 44Social practices, 87, 134–135, 147, 150, 166,

176, 179, 183, 187Social sciences, 7, 99, 103, 113, 165Socio-cultural, 10, 14Solomon, Y., 38–43Sonego, S., 44Space, 16–27Spatial, 9–51Spyrou, P., 17, 147Sri Lanka, 64, 69Stables, A., 66Standardised Attainment Tests, 128Standardised training programme for teachers

administering the Strategy, 128State apparatus, 70St. Paul, 143Steffe, L., 68Steinbring, H., 90, 94–95, 99–100Stephens, J., 128Stobart, G., 64, 115Stories, 2, 15, 31, 38, 44–47, 54, 58, 60,

70–71, 74, 84, 86, 105, 112–113, 115,119–120, 135, 141–143, 147, 165–168,178, 181–182, 184, 189, 191–192

Strathern, M., 177Stronach, I., 60, 103Subject, 3–4, 6, 13, 46, 57, 60, 64, 67, 72, 84,

87, 89, 97, 104–134, 144, 149–150,157, 160–161, 164, 166–167, 169–171,174–175, 180, 182–183, 192, 195

Subjectivation, 54, 85Subject(ivity), 9–15, 83–99Super-ego, 108Susskind, L., 44Swan, M., 66Symbolic (Lacanian), 105–106, 110, 112–116,

120, 122–125Symbolic violence, 87

216 Index

Symptom, 7, 85, 108, 120, 122, 126–127,177–178

Sztajn, P., 66, 71

TTahta, D., 110, 118, 151, 157, 177Taylor, C., 64Taylor, P., 178Teacher Development Agency, 64Teacher education, 2, 6, 91, 94, 98–100, 111,

171, 174–175, 180–185Test(s/ing), 3, 6, 33, 50, 55–56, 58–60, 64,

69–70, 93, 108, 128, 139, 158, 168,173–175, 179, 181, 186, 189, 195

Thom, J., 147, 191–192Time, 14, 16–17, 39, 43–45, 47–48, 140, 149,

164–165, 168, 184, 192, 194TIMSS, 69, 173–175Todd, S., 110Torrance, H., 66, 74Trace technology, 16Tradition, 45, 107, 134, 144, 151, 163–165Trainee, 2, 4, 6, 50, 55, 71–72, 112, 152, 182,

184, 186Trends in Mathematics and Science Study, 51Triantafyllou, D., 17Truth, 6, 70, 79, 82, 96, 100, 108–109, 119,

126, 133–170, 180, 184, 191, 193–194Tsatsaroni, A., 93Tzur, R., 68

UUganda, 2–3, 9, 47, 64, 121, 126Umaki, S., 68, 128Unconscious, 109, 112, 124, 179, 188Unconscious desire, 179United Kingdom, 9, 66, 69, 71United States, 67–68, 124, 143Unity, 90, 115, 120, 123, 145–146, 182University, 48, 60, 74–75, 124, 139, 174–175,

178, 181University of Wisconsin, 74–75Urwin, C., 110

VValero, P., 99Valli, L., 120van Hiele model, 147

van Zoest, L.R., 68, 71, 121Venn, C., 110Visser, M., 44Voluntary Services Overseas, 9von Glasersfeld, E., 93von Humboldt, A., 191Vygotsky, L., 5, 71, 88, 90–91, 93, 96,

109–119, 122, 130, 149–150, 157–162,166

WWagner, D., 87Wake, G., 60, 69, 93, 175Walkerdine, V., 60, 69, 91, 94, 97, 110, 114Walls, F., 94, 110, 162Walshaw, M., 94, 110Watson, J. D., 49Wegerif, R., 162Wenger, E., 94Werckmeister harmonies, 39Westbrook, S., 71, 116Whitty, G., 64Whole Class Interactive Teaching (WCIT), 75,

77–78, 81–82, 138, 151Wiley, N., 111Williams, J., 49, 60, 68–69, 93, 128, 175, 177Williams, R., 49Wilson, D., 110, 130Wilson, S.M., 68The Wire, 59Wittgenstein, L., 49, 128, 134Woit, P., 48World (Badiou), 145Wright, D., 185Wright, N., 185

XXu, G., 93

ZZevenbergen, R., 99Žižek, S., 14, 45, 57, 59, 69–70, 81, 87, 89,

100, 106, 112–113, 115, 120–122, 125,127, 129, 131–132, 134, 137, 164–165,170, 172, 175–180, 182–184, 187–189

Zone of Proximal Development (ZPD),117–118, 158, 166