This paper considers the intra-actions between poststructural theories and mathematics education over the last 40 years and considers how these theories have resulted in different ways to think students, teachers, and knowledge production. I argue that thinking in intra-action with various and different theories can allow us to ask different questions and radically rethink school mathematics.
Cannon, S. O. (2018). Theory, ethics and equity in intra-action in mathematics education: Looking forward, looking back. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: University of South Carolina & Clemson University.