## Publications

Journal articles

Wagner, D. & Prediger, S. (2024). Editorial: paper collections, research retrieval, serendipity. *Educational Studies in Mathematics, 116*(1), 1–3.

Prediger, S. & Wagner, D. (2024). Editorial. *Educational Studies in Mathematics, 115*(1), 1–2.

Wagner, D., Prediger, S., Artigue, M., Bikner-Ahsbahs, A., FitzSimons, G., Meaney, T. Mesa, V., Pitta-Pantazi, D., Radford, L., & Tabach, M. (2023). The field of mathematics education research and its boundaries. *Educational Studies in Mathematics, 114*(3), 367–369.

Huru, H., Andersson, A. & Wagner, D.(2023). “…but you cannot buy the sunset": Abstraction, attachment and detachment. *For the Learning of Mathematics, 43*(3), 7–12.

Andersson, A., Foyne, T., Simensen, A. & Wagner, D. (2023). Storylines in voices of frustration: Implications for mathematics teacher education in changing times. *Education Sciences, 13*(8), 816. (part of a special issue on "Critical Perspectives on Mathematics Teacher Education", edited by K. Nolan and C. Xenofontos)

Gerbrandt, J. & Wagner, D. (2023). Conflict, hope, and mathematics education storylines: Pivoting away from a pathology-based orientation. *Journal of Mathematics and Culture, 17*(3), 126–144.

Wagner, D. & Prediger, S. (2023). Editorial. *Educational Studies in Mathematics, 112*(1), 1–2.

Wagner, D. & Herbel-Eisenmann (2022). Identificación de las estructuras de autoridad en el discurso del aula matemática: Las primeras experiencias de un profesor en un contexto nuevo. *Revista de Educación Matemática, 37*(3), 6–32. (This is a translation of Wagner & Herbel-Eisenmann (2014), first published in ZDM and listed below.)

Prediger, S. & Wagner, D. (2022). Editorial: Single-blind or double-blind review processes? *Educational Studies in Mathematics, 111*(1), 1–3.

Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H. & Wagner, D. (2022). Storylines in public news media about mathematics education and minoritized students. *Educational Studies in Mathematics, 111*(2), 323–343.

Wagner, D. (2022). Subject to mathematics. *For the Learning of Mathematics, 42*(1), 35–39.

Wagner, D. & Prediger, S. (2022). Editorial. *Educational Studies in Mathematics, 109*(1), 1–4.

Mesa, V., Bakker, A., Venkat, H., Wagner, D., Bikner-Ahsbahs, A., FitzSimons, G., Gutiérrez, Á., Meaney, T., Prediger, S., Radford, L., & Van Dooren, W. (2021). Writing reviews: Perspectives from the editors of Educational Studies in Mathematics. *Educational Studies in Mathematics, 108*(3), 419–428.

Chan, M., Sabena, C. & Wagner, D. (2021). Mathematics education in a time of crisis—a viral pandemic. *Educational Studies in Mathematics, 108*(1–2), 1–14.

Kim, M., Wagner, D. & Jin, Q. (2021). Tensions and hopes for embedding peace and sustainability in science education: Stories from science textbook authors. *Canadian Journal of Science, Mathematics and Technology Education, 21*(3), 501–517. [unformatted submitted text]

Bakker, A. & Wagner, D. (2021). Editorial. *Educational Studies in Mathematics, 106*(1), 1–3.

Wagner, D., Bakker, A., Meaney, T., Mesa, V., Prediger, S., & Van Dooren, W. (2020). What can we do against racism in mathematics education research?. *Educational Studies in Mathematics, 104*(3), 299–311.

Bakker, A. & Wagner, D. (2020). Pandemic: Lessons for today and tomorrow? *Educational Studies in Mathematics, 104*, (1), 1–4.

Yaro, K., Amoah, E., & Wagner, D. (2020). Situated perspectives on creating mathematics tasks for peace and sustainability. *Canadian Journal of Science, Mathematics and Technology Education, 20*(2), 218–229. [unformatted submitted text]

Mesa, V. & Wagner, D. (2019). Behind the door: A critical look at the process of publication in *Educational Studies in Mathematics**. Educational Studies in Mathematics, 101*(3), 301–324. [unformatted submitted text]

Andersson, A. & Wagner, D. (2019). Identities available in intertwined discourses: Mathematics student interaction. *ZDM: The International Journal of Mathematics Education, 51*(3), 529–540.[unformatted submitted text]

Wagner, D. (2019). Changing storylines in public perceptions of mathematics education. *Canadian Journal of Science, Mathematics and Technology Education, 19*(1), 61–72. [special issue on "Mathematics Education in the News", edited by Yasmine Abtahi, Richard Barwell, Janelle McFeetors, and Lynn McGarvey] [unformatted submitted text]

Andersson, A. & Wagner D. (2019). Respond or dismiss: Interactions that may support loving, bullying and solitude in mathematics. *The Journal of the Canadian Association for Curriculum Studies, 17*(1), 47–74. [special issue on "Mathematics—a place of loving kindness and...", edited by Steven Khan and Alayne Armstrong ]

Culligan, K., & Wagner, D. (2018). This is not mathematics. *For the Learning of Mathematics, 38*(2), 14–18.

Tatsis, K., Wagner, D., & Maj-Tatsis, B. (2018). Authority and politeness: Conflict and alignment in mathematics group work. *ZDM: The International Journal of Mathematics Education, 50* (8), 1029-39.

Andersson, A. & Wagner, D. (2018). Re-mythologizing mystery in mathematics: Teaching for open landscapes versus concealment. *Education Sciences, 8*(2), 41.

Andersson, A. & Wagner, D. (2017). Numbers for truth and reconciliation: Mathematical choices in ethically rich texts. *Journal of Mathematics and Culture, 11*(3), 18–35.

Abtahi, Y. & Wagner, D. (2016). Violence in un-rooted mathematics. *For the Learning of Mathematics, 36*(3), 39–40.

Herbel-Eisenmann, B., Wagner, D., Johnson, K., Suh, H. & Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. *Educational Studies in Mathematics, 89*(2), 185–204.

Wagner, D., Dicks, J. & Kristmanson, P. (2015). Students' language repertoires for prediction. *The Mathematics Enthusiast, 12*(1), 246–261.

Wagner, D. & Herbel-Eisenmann, B. (2014). Identifying authority structures in mathematics classroom discourse — a case of a teacher's early experience in a new context. *ZDM: The International Journal of Mathematics Education, 46*(6), 871–882.

Morgan, C., Craig, T., Schütte, M. & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. *ZDM: The International Journal of Mathematics Education, 46*(6), 843–853.

Wagner, D. & Herbel-Eisenmann, B. (2014). Mathematics teachers' representations of authority. *Journal of Mathematics Teacher Education, 17*(3), 201–225.

Jorgensen, R. & Wagner, D. (2013). Mathematics education with/for indigenous peoples. *Mathematics Education Research Journal, 25*: 1–3.

Wagner, D. (2012). Opening mathematics texts: Resisting the seduction. *Educational Studies in Mathematics, 80*(1-2), 153-169. [special issue on post-modern approaches to mathematics education research, edited by Tony Brown and Margaret Walshaw]

De Freitas, E., Esmonde, I., Wagner, D., Knipping, C., Lunney Borden, L. & Reid, D. (2012). Discursive authority and socio-cultural positioning in the mathematics classroom: New directions for teacher professional development. *Canadian Journal for Science, Mathematics and Technology Education, 12*(2), 137–159.

Wagner, D. (2011). Warm bodies using cold mathematics. *Antistasis, 1*(2), 7–9.

Wagner, D. (2011). Facing the mathematics: Students' critical awareness of the elusiveness of mathematical objects. *Canadian Journal of Science, Mathematics and Technology Education*, special issue on "Equitable access to participation in mathematical discussions: Looking at students' discourse, experiences, and perspectives" edited by Judit Moschkovich & Indigo Esmonde, 11 (3), 292–305.

Herbel-Eisenmann, B. & Wagner, D. (2010). Appraising lexical bundles in mathematics classroom discourse: Obligation and choice. *Educational Studies in Mathematics, 75*(1), 43–63. associated art (manipulated photo)

Herbel-Eisenmann, B., Wagner D. & Cortes, V. (2010). Lexical bundle analysis in mathematics classroom discourse: The significance of stance. *Educational Studies in Mathematics, 75*(1), 23–42.

Wagner D. & Davis, B. (2010). Feeling number: Grounding number sense in a sense of quantity. *Educational Studies in Mathematics, 74*(1), 39–51.

Wagner, D. (2010). Structuring cultural responsiveness. *Mathematical Thinking and Learning, 12*(3), 258–262. [a review of: Brian Greer, Swapna Mukhopadhyay, Arthur Powell & Sharon Nelson-Barber (eds.) (2009). *Culturally Responsive Mathematics Education*.]

Wagner D. & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics through attention to classroom positioning. *Educational Studies in Mathematics, 72*(1), 1–15.

Wagner, D. (2009). If mathematics is a language, how do you swear in it? *The Montana Mathematics Enthusiast, 6*(3), 449–458. [reprinted in Pitici, M. (2010). *The best writing on mathematics 2010*. Princeton, NJ: Princeton University Press.]

Wagner D. & Herbel-Eisenmann, B. (2008). 'Just don't': The suppression and invitation of dialogue in the mathematics classroom. *Educational Studies in Mathematics, 67*(2), 143–157.

Wagner D. (2008). 'Just go': Mathematics students' critical awareness of routine procedure. *Canadian Journal of Science, Mathematics and Technology Education, 8*(1), 35–48.

Stocker, D. & Wagner, D. (2007). Talking about teaching mathematics for social justice. *For the Learning of Mathematics, 27*(3), 17–21. [reprinted in *Our Schools / Our Selves, 17*(2), 69–8.]

Herbel-Eisenmann, B. & Wagner, D. (2007). A framework for uncovering the way a textbook may position the mathematics learner. *For the Learning of Mathematics, 27*(2), 8–14.

Wagner, D.(2007). Students' critical awareness of voice and agency in mathematics classroom discourse. *Mathematical Thinking and Learning, 9*(1), 31–50.

Wagner, D. (2003). We have a problem here: 5 + 20 = 45? *Mathematics Teacher, 96*(9), 612–616.

Pimm, D. & Wagner, D. (2003). Investigation, mathematics education and genre: An essay review of Candia Morgan's *Writing Mathematically: The Discourse of Investigation*. *Educational Studies in Mathematics, 53*(2), 159–178.

Wagner, D. (2003). Pointing at the flow of language (book review). *Canadian Journal of Science, Mathematics and Technology Education, 3*(3), 393–398.

Wagner, D. (2002). Teaching mathematics for peace. *Connections, 26*(2), 9-12. [reprinted in *Delta-K, 40*(1), 17–19]

Wagner, D. (2002). Who needs mathematics teachers? *Delta-K, 39*(1), 12–14.

Books

Moschkovich, J., Wagner, D., Bose, A., Rodrigues, J. & Schütte, M. (Eds.) (2018). *Language and communication in mathematics education: International perspectives*. Dordrecht: Springer.

Musafir, S., Wagner, D., Christodoulou, E., Schreiber, J., Down, L., Ainley-Taylor, M., Lausselet, N., Johnston, R., Vania, R. & Mochizuki, Y. (Eds). (2017) *Textbooks for sustainable development: A guide to embedding.* New Delhi: United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development. video from book release

Hunter, R., Civil, M., Herbel-Eisenmann, B., Planas, N. & Wagner, D. (Eds.) (2017). *Mathematical discourse that breaks barriers and creates space for marginalized learners.* Rotterdam: Sense.

Herbel-Eisenmann, B., Choppin, J., Wagner, D. & Pimm, D. (eds.) (2012). *Equity in discourse for mathematics education: Theories, practices, and policies*. Mathematics Education Library. New York: Springer.

Small, M., Connelly, R., Hamilton, D., Grant McLoughlin, J., Sterenberg, G., and Wagner, D. (2008). *Understanding mathematics: Textbook for Class VIII*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (258 pages)

Small, M., Connelly, R., Grant McLoughlin, J., Sterenberg, G., and Wagner, D. (2008). *Teacher's guide to understanding mathematics: Textbook for Class VIII*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (344 pages)

Small, M., Connelly, R., Hamilton, D., Sterenberg, G., and Wagner, D. (2008). *Understanding mathematics: Textbook for Class VII*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (320 pages)

Small, M., Connelly, R., Sterenberg, G., and Wagner, D. (2008). *Teacher's guide to understanding mathematics: Textbook for Class VII*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (338 pages)

Small, M., Grant McLoughlin, J., Kirkpatrick, C., Wagner, D., and Zimmer, D. (2007). *Understanding mathematics: Textbook for Class X*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (380 pages)

Small, M., Kirkpatrick, C., Wagner, D., and Long, J. (2007). *Teacher's guide to understanding mathematics: Textbook for Class X*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (326 pages)

Small, M., Grant McLoughlin, J., Kirkpatrick, C., Wagner, D., and Zimmer, D. (2007). *Understanding mathematics: Textbook for Class IX*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (360 pages)

Small, M., Grant McLoughlin, J., Kirkpatrick, C., Long, J., and Wagner, D. (2007). *Teacher's guide to understanding mathematics: Textbook for Class IX*. Curriculum and Professional Support Division, Department of School Education: Thimpu, Bhutan. (302 pages)

Jackson, R. & Wagner, D. (2004). *Try this: investigative projects for senior high mathematics*, Edmonton: IONCMASTE, University of Alberta. (85 pages)

Wagner, D. (1996). *Math factor - Polynomial functions student workbook: The remainder and factor theorems*. Alberta Education & ACCESS Television Network.

Wagner, D. (1996). *Math factor - Polynomial functions student workbook: Factoring and graphing polynomial functions*. Alberta Education & ACCESS Television Network.

Wagner, D. (1996). *Math factor - Polynomial functions student workbook: Applications and problem solving*. Alberta Education & ACCESS Television Network.

Wagner, D. (1996). *Math factor - Polynomial functions student workbook: Review*. Alberta Education & ACCESS Television Network.

Book chapters

Herbel-Eisenmann, B., Wagner, D., Simensen, A., Huru, H. & Andersson, A. (2024). Positioning as praxis, developed in mathematics education contexts. In M. McVee, L. Van Langenhove, C. Brock & B. Christensen (Eds.), *The Routledge international handbook of positioning theory* (in press). Routledge.

Wagner, D. & Tamayo, C. (2024). Invisibilization and Intersectionality in Mathematics Education: A Panoramic View--Invisibilização e Interseccionalidade na Educação Matemática: Uma visão panorâmica. In M. Clements, B. Kaur, T. Lowrie, V. Mesa & J. Prytz (Eds.), *Fourth International Handbook of Mathematics Education* (in press). Springer.

Huru, H., Andersson, A., & Wagner, D. (2023). “No, we own the forest like the child owns their mother”: Mathematical abstraction and detachment in land-based pedagogies. In M. Kress & K. Horn-Miller (Eds.), *Land as relation: Teaching and learning through place, people, and practices* (pp. 229–244). Canadian Scholars.

Wagner, D. (2023). Motivated, messy mathematics. In N. Sinclair & R. Barwell (Eds.) *Proceedings of a symposium on speaking mathematically in honour of David Pimm* (pp. 16–21). FLM Publishing Association.

Andersson, A. & Wagner, D. (2021). Culturally situated critical mathematics education. In A. Andersson & R. Barwell (Eds.) *Applying critical mathematics education*, (pp. 24–46). Brill. purchase book

Lunney Borden, L., Wagner, D. & Johnson, N. (2020). Show me your math: Mi'kmaw community members explore mathematics. In C. Nicol, J. Archibald Q'um Q'um Xiiem, F. Glanfield & A. Dawson (eds.) *Living culturally responsive mathematics education with/in indigenous communities* (pp. 91–112). Brill. purchase book

Wagner, D. (2019). Situated mathematics: Positioning mathematics ideas as human ideas. Toh, T. & Yeo, J. (Eds.). *Big ideas in mathematics: Yearbook 2019, Association of Mathematics Educators* (pp. 47–70). Singapore: World Scientific.

Wagner, D. & Herbel-Eisenmann, B. (2018). A discourse-based framework for identifying authority structures in mathematics classrooms. In C. Knipping, H. Strähler-Pohl, U. Gellert (Eds.). *Inside the mathematics class: Sociological perspectives on participation, inclusion, and enhancement* (pp. 291–313). Springer. purchase book

Andersson, A. & Wagner, D. (2018). The micro-politics of counting. In T. Bartell (Ed.). *Toward equity and social justice in mathematics education* (pp. 191–209). Springer.

Wagner, D. & Andersson, A. (2018). Intersecting language repertoires when 4-year-olds count. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.). *Language and communication in mathematics education: International perspectives* (pp. 105–118). Springer.

Tatsis, K. & Wagner, D. (2018). Authority and politeness: Complementary analyses of mathematics teaching episodes. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.). *Language and communication in mathematics education: International perspectives* (pp. 171–185). Springer.

Wagner, D. & Moschkovich, J. (2018). International perspectives on language and communication in mathematics education. In J. Moschkovich, D. Wagner, A. Bose, J. Rodrigues, & M. Schütte (Eds.). *Language and communication in mathematics education: International perspectives* (pp. 3–9). Springer.

Wagner, D., Warmeling, A., Isoda, M. & Sinclair, P. (2017). Mathematics. In S. Musafir, D. Wagner, E. Christodoulou, J. Schreiber, L. Down, M. Ainley-Taylor, N. Lausselet, R. Johnston, R. Vania, & Y. Mochizuki (Eds). *Textbooks for sustainable development: A guide to embedding* (pp. 35–64). United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development. video from book release

Wagner, D. (2017). Reflections on research positioning: Where the math is and where the people are. In H. Straehler-Pohl, N. Bohlmann & A. Pais (Eds.). *The disorder of mathematics education: challenging the sociopolitical dimensions of research* (pp. 291–306). Springer.

Wagner, D. (2015). A speech act in mathematics education - the social turn. In P. Gates & R. Jorgensen (Eds.). *Shifts in the field of mathematics education: Stephen Lerman and the turn to the social.* (pp. 75–87). Springer. purchase book • video from book release

Wagner, D. (2015). Questions and dilemmas associated with informal learning research: Introduction. In K. Sullenger & S. Turner (Eds). *New ground: pushing the boundaries of studying informal learning in science, mathematics, and technology* (pp. 107–112). Sense Publishers.

Wagner, D. & Lunney Borden, L. (2015). Common sense and necessity in (ethno)mathematics. In K. Sullenger & S. Turner (Eds). *New ground: pushing the boundaries of studying informal learning in science, mathematics, and technology* (pp. 113–128). Sense Publishers.

Lunney Borden, L. & Wagner, D. (2013). Naming method: "This is it, maybe, but you should talk to ...". In Jorgensen, R., Sullivan, P., & Grootenboer , P. (Ed.). *Pedagogies to enhance learning for Indigenous students: Evidence based practice* (pp. 105–122). Springer. purchase book

Jablonka, E., Wagner, D. & Walshaw, M. (2012). Theories for studying social, political and cultural dimensions of mathematics education. In M. Clements, A. Bishop, C. Keitel, J. Kilpatrick & F. Leung (Eds.) *Third International Handbook of Mathematics Education* (pp. 41–66). Springer.

Wagner, D. and Lunney Borden, L. (2012). Aiming for equity in (ethno)mathematics research. In Herbel-Eisenmann, B., Choppin, J., Pimm, D. & Wagner, D. (eds.) *Equity in discourse for mathematics education: Theories, practices, and policies* (pp. 69–88). Mathematics Education Library. Springer. purchase book

Wagner, D., Choppin, J., & Herbel-Eisenmann, B. (2012). Inherent connections between discourse and equity in mathematics classroom. In Herbel-Eisenmann, B., Choppin, J., Pimm, D. & Wagner, D. (eds.) *Equity in discourse for mathematics education: Theories, practices, and policies *(pp. 1–16). Mathematics Education Library. Springer. purchase book

Choppin, J., Herbel-Eisenmann, B. & Wagner, D. (2012). Conversations about policy and other implications of equitable discourse research. In Herbel-Eisenmann, B., Choppin, J., Pimm, D. & Wagner, D. (eds.) *Equity in discourse for mathematics education: Theories, practices, and policies*, (pp. 205–222). Mathematics Education Library. Springer. purchase book

Wagner, D. (2011). Mathematics and a non-killing worldview. In J. Pim (ed.). *Engineering Nonkilling: Scientific Responsibility and the Advancement of Killing-Free Societies*, (pp. 109–120). Center for Global Nonkilling.

Lunney Borden, L. & Wagner, D. (2011). Qualities of respectful positioning and their connections to quality mathematics. In Atweh, B., Graven, M., Secada, W. & Valero, P. (eds.). *Mapping equity and quality in mathematics education* (pp. 379–391). Springer. purchase book

Wagner, D. (2010). If mathematics is a language, how do you swear in it? In Pitici, M. (ed.). *The best writing on mathematics 2010*. Princeton University Press. [reprint of Wagner, D. (2009). If mathematics is a language, how do you swear in it? *The Montana Mathematics Enthusiast*, 6 (3), 449–458.] purchase book

Wagner, D. (2010). Intercultural positioning in mathematics. In B. Sriraman & V. Freiman (eds.) *Interdisciplinarity for the 21st Century: Proceedings of the 3rd International Symposium on Mathematics and its Connections to Arts and Sciences, Moncton 2009*. Monograph 11 in *The Montana Mathematics Enthusiast* Monographs in Mathematics Education, Information Age Publishing.

Wagner, D. (2009). Critical language awareness: Listening to silence in the mathematics classroom. In Setati, K., Vithal, R., Malcolm, C., and Dhunpath, R. (eds.) *Researching possibilities in mathematics, science and technology education* (pp. 121–137). Nova. ISBN: 978-1-60692-292-7

Conference proceedings

Wagner, D. (2023). An argument for mathematics education papers to address global sustainability. *The 46th Conference of the International Group of the Psychology of MatheMathematics Education*, Haifa, Israel. (Note: this is the text I presented in the plenary panel, but they are not appearing in the conference proceedings.)

Wagner, D.(2023). Inside mathematics: mystery vs. problem. *Proceedings of the 13th Congress of European Research in Mathematics Education*, pp. 5171–5172, Budapest, Hungary.

Simensen, A., Huru, H., Wagner, D., Andersson, A. & Herbel-Eisenmann, B. (2022). Constructs and methods for identifying patterns of interaction in mathematics classrooms. . *Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education*, vol. 1, pp. 213–214, Alicante, Spain.

Andersson, A., Herbel-Eisenmann, B., Huru, H. & Wagner, D. (2022). Principal’s storylines about languages in mathematics class. *Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, in press, St. Louis, USA.

Abtahi, Y., Andersson, A., Barwell, R., Huru, H., Wagner, D., Chatzi, D., Assaf, F., Suurtamm, C., Herbel-Eisenmann, B., & Kane, R. (2022). Ethical awarenesses arising from data collection in mathematics education at the time of the COVID-19 pandemic. *Proceedings of the 12th Congress of European Research in Mathematics Education*, Bozen-Bolzano, Italy.

Wagner, D. (2021). Gatekeeping in mathematics education. *Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 1, pp. 1–18. Khon Kaen, Thailand.

Andersson, A., Ryan, U., Herbel-Eisenmann, B., Huru, H., & Wagner, D. (2021). Storylines in news media texts: A focus on mathematics education and minoritized groups. *Proceedings of the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Philadelphia, USA.

Ryan, U., Andersson, A., Herbel-Eisenmann, B., Huru, H. L., & Wagner, D. (2021). "Minoritised mathematics students are motivated by gratitude": An analysis of storylines in Norwegian public media. *Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference* (Vol. 3, pp. 889–898).

Valoyes-Chávez, L., Andrade-Molina, M., Montecino, A., & Wagner, D. (2021). Publish or perish: Power and bias in peer review processes in mathematics education journals. *Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference* (Vol. 1, pp. 111–114).

Wagner, D. & Culligan, K. (2020). Documenting mathematical language: Distinction-making and register-fitting. *Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (p. 2138–2142), Mazatlán, Mexico. [video of presentation]

Andersson, A., Herbel-Eisenmann, B., Huru, H., & Wagner, D. (2020). MIM: Mathematics education responsive to diversity: A Norwegian, Canadian and American research collaboration. *Proceedings of the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (p. 599–600), Mazatlán, Mexico. [video of presentation]

Kim, M. & Wagner, D. (2019). Science and mathematics textbook authors' hopes for peace and sustainability in a changing world. *American Educational Research Association *Annual Meeting, Toronto, Canada.

Wagner, D., Amoah, E. & Yaro, K. (2019). Situated perspectives on creating mathematics tasks for peace and sustainability. In this symposium: Re-imagining the M in STEM: Mathematical actions for innovative, resilient, and culturally rich communities. *American Educational Research Association *Annual Meeting, Toronto, Canada.

Wagner, D., Andersson, A. & Herbel-Eisenmann, B. (2019). Available positions, identities and discourses in mathematics classrooms. *Proceedings of the Tenth International Mathematics Education and Society Conference*, Hyderabad, India.

Wagner, D., Culligan, K., Dicks, J., & Kristmanson, P. (2018). Language choice and meaning in prediction. *Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education * (vol. 5, p. 186), Umeå, Sweden.

Wagner, D. (2017). Doing 43 times 12 with love. *Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education * (vol. 1, p. 283), Singapore.

Moschkovich, J., Wagner, D., Bose, A., Rodrigues, J. & Schütte, M. (2017). Topic Study Group No. 31: Language and communication in mathematics education. In G. Kaiser (Ed.), *Proceedings of the 13th International Congress on Mathematical Education* (pp. 521–524), Dordrecht: Springer.

Herbel-Eisenmann, B. & Wagner, D. (2017). Tracing teacher researchers' talk about and use of positioning. *Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education* (pp. 523–526), Indianapolis, USA.

Andersson, A. & Wagner, D. (2017). Balancing Acts: Numbers for truth and reconciliation. *Indigenous Mathematics Education Conference*, Tromsø, Norway.

Lunney Borden, L. & Wagner, D. (2017). Ethnomathematics and reconciliation. *Proceedings of the Ninth International Mathematics Education and Society Conference*, (vol. 1, pp. 164–168), Volos, Greece.

Andersson, A. & Wagner, D. (2017). Love and bullying in mathematical conversations. *Proceedings of the Ninth International Mathematics Education and Society Conference*, (vol. 2, pp. 370–381), Volos, Greece.

Andersson, A. & Wagner, D. (2016). Language repertoires for mathematical and other discourses. *Proceedings of the 38th Conference of the Psychology of Mathematics Education—North American Group*, (pp. 1166–1172), Tucson, USA.

Culligan, K. & Wagner, D. (2016). This is not mathematics. *Proceedings of the 38th Conference of the Psychology of Mathematics Education—North American Group*, (p. 1404), Tucson, USA. the poster

Tatsis, K., & Wagner, D. (2016). Authority and politeness: A combined analysis of a teaching episode. *13th International Congress on Mathematical Education*, Hamburg, Germany.

Wagner, D. & Andersson, A. (2016). 4-year-old language repertoire in a counting situation. *13th International Congress on Mathematical Education*, Hamburg, Germany.

Andersson, A. & Wagner, D. (2015). Questions from ethnomathematics trajectories. *Proceedings of the Eighth International Mathematics Education and Society Conference* (p. 270–283), Portland, Oregon.

Culligan, K., & Wagner, D. (2015). Mathematics, language, and degrees of certainty: Bilingual students' mathematical communication and probability. *Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, East Lansing, USA.

Wagner, D., & Andersson, A. (2015). The micro-politics of students' language repertoires in counting contexts. *Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, East Lansing, USA.

Wagner, D., & Herbel-Eisenmann, B. (2015). Positioning positioning theory in its application to mathematics education research. *Positioning Theory Symposium*, Bruges, Belgium.

Wagner, D. (2015). Where the math is and where the people are: reflections on research positioning. *The Disorder of Mathematics Education*, Berlin, Germany.

Wagner, D., Dicks, J., & Kristmanson, P. (2015). Students' language repertoires for prediction. *Proceedings of the 9th Congress of European Research in Mathematics Education*, Prague, Czech Republic.

Wagner, D. (2014). Privileging local cultures and demographics in the mathematics classroom. *Proceedings of the Joint Meeting of PME 38 and PME–NA 36.* Vol. 1, pp. 61–66. Vancouver, Canada: PME. my response to Paola Valero's plenary panel paper

Civil, M. Herbel-Eisenmann, B., Hunter, R. & Wagner, D. (2014). Mathematical discourse that breaks barriers and creates spaces for marginalised students. *Proceedings of the Joint Meeting of PME 38 and PME–NA 36. *Vol. 1, p.244. Vancouver, Canada: PME.

Wagner, D. & Herbel-Eisenmann, B. (2013). Disbursing authority among mathematics students. *Proceedings of the Seventh International Mathematics Education and Society Conference*(pp. 483–491), Cape Town, South Africa.

Herbel-Eisenmann, B. & Wagner, D. (2013). Mathematics teachers' representations of authority. *Proceedings of the Seventh International Mathematics Education and Society Conference*(pp. 291–300), Cape Town, South Africa.

Wagner, D., Dicks, J., & Kristmanson, P. (2013). Students' language repertoires for investigating mathematics. *Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Chicago, USA.

Caswell, B. & Wagner, D. (2012). Diversities in mathematics and their relation to equity. *Proceedings of the Canadian Mathematics Education Study Group Conference* (pp. 81–93), Quebec City, Canada.

Wagner, D. & Herbel-Eisenmann, B. (2012). Mathematics students trying to be democractic. *American Educational Research Association*, Vancouver, Canada.

Herbel-Eisenmann, B., Kristmanson, P., & Wagner, D. (2011). Modality in French immersion mathematics. *ICMI Study 21 Conference: Mathematics Education and Language Diversity*. Sao Paulo, Brazil.

Wagner, D., Kristmanson, P. & Herbel-Eisenmann, B. (2011). The use of modality in French immersion mathematics interaction. *Canadian Association of Applied Linguistics* Conference, Fredericton, Canada.

Wagner, D. (2010). The seductive queen—mathematics textbook protagonist. In U. Gellert, E. Jablonka, C. Morgan (Eds.) (2010). *Proceedings of the Sixth International Mathematics Education and Society Conference* (pp. 438-–48), Berlin, Germany.

Wagner, David (2010). Intercultural positioning in mathematics. In B. Sriraman & V. Freiman (eds.) *Interdisciplinarity for the 21st Century: Proceedings of the 3rd International Symposium on Mathematics and its Connections to Arts and Sciences*, Moncton 2009. Monograph 11 in *The Montana Mathematics Enthusiast* Monographs in Mathematics Education, Information Age Publishing, Charlotte, NC.

Saint-Pierre, Y. & Wagner, D. (2009). Mathematics as social (in)justice / Mathématiques citoyennes face à l' (in)justice sociale. *Proceedings of the Canadian Mathematics EducationStudy Group Conference*, Toronto, Canada.

Herbel-Eisenmann, B., & Wagner, D. (2009). (Re)conceptualizing and sharing authority. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, H. (Eds.). *Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education*, Vol. 3, pp. 153–160. Thessaloniki, Greece: PME.

Wagner, D. & Herbel-Eisenmann, B. (2009). Re-mythologizing mathematics by positioning. In Tzekaki, M., Kaldrimidou, M. & Sakonidis, H. (Eds.). *Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education*, Vol. 5, pp. 297–304. Thessaloniki, Greece: PME.

Esmonde, I., Moschkovich, J. & Wagner, D. (2009). Equity and discourse in mathematics classrooms: A focus on students. *Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics*, Thessaloniki, Greece.

Wagner, D. (2008). Positioning theory and intercultural conversations about mathematics. *Symposium on the Occasion of the 100th Anniversary of International Commission on Mathematical Instruction*, Rome, Italy.

Herbel-Eisenmann, B., Wagner, D. & Cortes, V. (2008). Encoding authority: Pervasive lexical bundles in mathematics classrooms. *Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education held jointly with the 30th Conference of PME–NA*, Morelia, Mexico, vol. 3, pp. 153–160.

Wagner, D. & Herbel-Eisenmann, B. (2007). Discursive tools for suppressing and inviting dialogue in the mathematics classroom. *Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Lake Tahoe, USA.

Wagner, D. & Lunney, L. (2007). 'Show me your math': inviting children to do ethnomathematics. *Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Lake Tahoe, USA.

Lunney, L. & Wagner, D. (2007). After this research: Questioning authority when non-Aboriginal people do research in Aboriginal communities. 24th Annual Qualitative Analysis Conference.

Herbel-Eisenmann, B., Choppin, J., Staples, M. & Wagner, D. (2007). Discussion group on mathematics classroom discourse. *Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Lake Tahoe, USA.

Wagner, D. & Lunney, L. (2006). Common sense, necessity, and intention in ethnomathematics. In Alatorre, S., Cortina, J., Sáiz, M., & Méndez, A. (Eds), *Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Merida, Mexica, vol. II, 521–523.

Lunney, L. & Wagner, D. (2006). Ethnomathematics and audience. *Proceedings of the Canadian Mathematics Education Study Group Conference*, Calgary, Canada, pp. 147-148.

Lunney, L. & Wagner, D. (2006). Fostering mawkinutimatimk in research and classroom practice. In Alatorre, S., Cortina, J., Sáiz, M., & Méndez, A. (Eds), *Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Merida, Mexica, vol. II, 505–507.

Wagner, D., Choppin, J., Herbel-Eisenmann, B., Pimm, D., and Staples, M. (2006). Discussion group on mathematics classroom discourse. In Alatorre, S., Cortina, J., Sáiz, M., & Méndez, A. (Eds), *Proceedings of the 28th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, Merida, Mexica, vol. I, 79–82.

Herbel-Eisenmann, B., Choppin, J., Empson, S., Lehrer, R., Seymour, J., Staples, M. & Wagner, D. (2006). Connecting discourse, teaching, and curriculum. *National Council of Teachers of Mathematics Research Pre-session*, St. Louis, Missouri.

Wagner, D. (2005) Silence and voice in the mathematics classroom. *Canadian Mathematics Education Study Group Conference*, Ottawa, Canada, 119–126.

Herbel-Eisenmann, B. & Wagner, D. (2005). In the middle of nowhere: How a textbook can position the mathematics learner. *Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education*, Melbourne, Australia, vol. III, 121–128.

Choppin, J., Ares, N., Herbel-Eisenmann, B., Hoffman, A., Seymour, J., Staples, M., Truxaw, M., Wagner, D., Casa, T. & DeFranco, T. (2005). Discussion group on mathematics classroom discourse. *Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. Roanoke, Virginia.

Herbel-Eisenmann, B. & Wagner, D. (2005). A framework for examining the positioning of learners in a mathematics textbook. *Proceedings of the 26th Conference of the North American Group for the Psychology of Mathematics Education*, Roanoke, Virginia.

Wagner, D. (2004). "Just go": Mathematics students' critical awareness of the de-emphasis of routine procedures. *Proceedings of the 26th Conference of the North American Group for the Psychology of Mathematics Education*, Toronto, Canada, vol. II, pp. 737–744.

Wagner, D. (2004). Critical awareness of voice in mathematics classroom discourse: learning the steps in the "dance of agency". *Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education*, Bergen, Norway, vol. IV, pp. 401–408.

Wagner, D. (2003). Teachers and students listening to themselves. In N. Pateman, B. Dougherty & J. Zilliox (Eds.). *Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME–NA*, Honolulu, USA, vol. 4, pp. 355–363.

Other publications

**Newsletter Articles**

Wagner, D. (2021). The January game. *CMESG Newsletter/Bulletin GCEDM*, 38 (1).

Wagner, D. (2018). Supporting newcomers to the PME research community. *PME Newsletter*, June 2018, 14.

Wagner, D. (2016). The math fairy. *CMESG Newsletter/Bulletin GCEDM*, 33 (1), 6–7.

Wagner, D. (2014). False alarm raises suspicion. *CMESG Newsletter/Bulletin GCEDM*, 30 (2), 5–6.

Lunney Borden, L. & Wagner, D. (2011). Show me your math. *CMS Notes*, 43 (2), 10–11.

Wagner, D. (2011). Free trade. *CMESG Newsletter/Bulletin GCEDM*, 28 (1), 4–5.

**Theses**

Wagner, D. (2004). *Silence and Voice in the Secondary Mathematics Classroom*. (unpublished doctoral dissertation, University of Alberta, Edmonton, Canada)

Wagner, D. (2002). *Being in a Mathematical Place: Brief Immersions in Pure Mathematics Investigation*. (unpublished masters thesis, University of Alberta, Edmonton, Canada)

**Teacher Resources** (see more under books)

Wagner, D. (2005). Stacking squares: using geometric representation to investigate the addition of radicals. Illuminations, National Council of Teachers of Mathematics.

Wagner, D. (2000). Rocky road, in Alberta Assessment Consortium Public Domain Resources. (The Consortium now has a modified version of the task, not authorized by me: modified performance task)

**Media Links**

Moderator of panel discussion: Questioning Education - What are educators’ responsibilities in our climate emergency? Nov 19, 2020.

Interviewed by Megan Yamoah for Global TV's Maritime Evening News, May 29, 2020 regarding education in the time of a pandemic

Opening up research conversations: A call to action for PME–NA, a provocation released by the North American Group of the Psychology of Mathematics Education, November 12, 2019

Climate strike speech, published by New Brunswick Media Coop, September 2019. Here is a video of the speech: the video

Interviewed by Harry Forrestell for New Brunswick evening news, December 4, 2013 regarding the release of the 2012 PISA results

Essay and three radio interviews regarding education issues in the New Brunswick provincial election, September 2014

**Unpublished Papers**

to Globe and Mail (May 2007), "Counting Destruction", not published

to Globe and Mail (October 3, 2006), "The public construction of truth", not published

Kau'i Keliipio & David Wagner (2004). Exploring mathematics outside institutional walls. *Western Canadian Association for Student Teaching Conference*, Edmonton, Canada. [Note: excerpts from this session were aired nationally on CBC radio's "The Current" but no longer archived.]