Re-mythologizing mathematics through attention to classroom positioning

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Appraising lexical bundles in mathematics classroom discourse: obligation and choice (2010, background): “(For detailed analysis of the use of “they” in relationship to mathematics textbooks, teachers and students, see Herbel-Eisenmann (2009), and for theorization of how people are positioned as mediums of the discipline of mathematics, see Wagner and Herbel-Eisenmann (2009) .)”
(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, background): “(Wagner & herbel-Eisenmann, 2009, p. 2) The words that are spoken and written in mathematics classrooms send students messages about who they are as learners, what mathematics is, what it means to know and do mathematics, and so on.”
Lexical bundle analysis in mathematics classroom discourse: the significance of stance (2010, background): “It is also largely about structuring certain kinds of relationships among the various people (students, teachers, and mathematicians) and the discipline, which is mediated by various people (see Wagner and Herbel-Eisenmann, 2009 for more on this).”