E. de Freitas, N. Sinclair, A. Coles (2017). What is a Mathematical Concept?. Cambridge University Press.
ED. Freitas, M. Walshaw (2016). Alternative Theoretical Frameworks for Mathematics Education Research Theory Meets Data. Springer.
E. de Freitas, N. Sinclair (2014). Mathematics and the Body. Cambridge University Press.
ED. Freitas, K. Nolan (2007). Opening the Research Text Critical Insights and In(ter)ventions into Mathematics Education. Springer Science & Business Media.
E. de Freitas, S. Truman New empiricisms in the Anthropocene: Thinking with speculative fiction about science and social inquiry. Qualitative Inquiry.
E. de Freitas, N. Sinclair Measurement as relational, intensive and inclusive: Towards a ‘minor’ mathematics. The Journal of Mathematical Behavior.
E. de Freitas, F. Ferrara, G. Ferrari (2019). The coordinated movements of collaborative mathematical tasks: the role of affect in transindividual sympathy. ZDM. 51(2), pp.305-318.
N. Sinclair, E. de Freitas (2019). Body studies in mathematics education: diverse scales of mattering. ZDM. 51(2), pp.227-237.
E. de Freitas (2019). Science Studies and the Metamorphic Multiple Earth: Bruno Latour’s Risky Diplomacy. Cultural Studies ↔ Critical Methodologies. pp.153270861988022-153270861988022.
E. de Freitas, N. Sinclair (2018). The Quantum Mind: Alternative Ways of Reasoning with Uncertainty. Canadian Journal of Science, Mathematics and Technology Education. 18(3), pp.271-283.
E. de Freitas, S. Sellar, L. Bang Jensen (2018). Thinking with Spinoza about education. Educational Philosophy and Theory. 50(9), pp.805-808.
E. de Freitas (2018). The mathematical continuum: A haunting problematic. Mathematics Enthusiast. 15(1-2), pp.148-158.
E. de Freitas (2017). The biosocial subject: sensor technologies and worldly sensibility. Discourse: studies in the cultural politics of education. 39(2), pp.292-308.
E. de Freitas (2017). Karen Barad’s Quantum Ontology and Posthuman Ethics: Rethinking the Concept of Relationality. Qualitative Inquiry. 23(9), pp.741-748.
E. de Freitas (2017). The temporal fabric of research methods: Posthuman social science and the digital data deluge. Research in Education. 98(1), pp.27-43.
E. de Freitas, E. Dixon-Román (2017). The computational turn in education research: Critical and creative perspectives on the digital data deluge. Research in Education. 98(1), pp.3-13.
E. de Freitas (2017). Nonhuman Findings from the Laboratory of Speculative Sociology. the minnesota review. 2017(88), pp.116-126.
E. de Freitas, A. Palmer (2016). How scientific concepts come to matter in early childhood curriculum: rethinking the concept of force. Cultural Studies of Science Education. 11(4), pp.1201-1222.
E. de Freitas (2016). Number sense and the calculating child: Measure, multiplicity and mathematical monsters. Discourse: Studies in the Cultural Politics of Education. 37(5), pp.650-661.
E. De Freitas, E. Dixon-Román, P. Lather Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture. Cultural Studies - Critical Methodologies. 16(5), pp.431-434.
E. De Freitas Calculating Matter and Recombinant Subjects: The Infinitesimal and the Fractal Fold. Cultural Studies - Critical Methodologies. 16(5), pp.462-470.
E. De Freitas (2016). The new empiricism of the fractal fold: Rethinking monadology in digital times. Cultural Studies - Critical Methodologies. 16(2), pp.224-234.
E. de Freitas (2016). Material encounters and media events: what kind of mathematics can a body do?. Educational Studies in Mathematics. 91(2), pp.185-202.
E. de Freitas, N. Sinclair (2015). The cognitive labour of mathematics dis/ability: Neurocognitive approaches to number sense. International Journal of Educational Research. 79, pp.222-230.
E. de Freitas (2015). The moving image in education research: Reassembling the body in classroom video data. International Journal of Qualitative Studies in Education. 29(4), pp.553-572.
PS. Daugbjerg, E. de Freitas, P. Valero (2015). Mapping the entangled ontology of science teachers’ lived experience. Cultural Studies of Science Education. 10(3), pp.777-801.
E. de Freitas, MX. Curinga (2015). New materialist approaches to the study of language and identity: Assembling the posthuman subject. Curriculum Inquiry. 45(3), pp.249-265.
E. de Freitas, F. Ferrara (2014). Movement, Memory and Mathematics: Henri Bergson and the Ontology of Learning. Studies in Philosophy and Education. 34(6), pp.565-585.
E. de Freitas, B. Zolkower (2014). Tense and aspect in word problems about motion: diagram, gesture, and the felt experience of time. Mathematics Education Research Journal. 27(3), pp.311-330.
E. de Freitas (2014). How Theories of Perception Deploy the Line: Reconfiguring Students' Bodies Through Topo-Philosophy. Educational Theory. 64(3), pp.285-301.
N. Sinclair, E. De Freitas (2014). The haptic nature of gesture: Rethinking gesture with new multitouch digital technologies. Gesture. 14(3), pp.351-374.
E. de Freitas (2013). The Mathematical Event: Mapping the Axiomatic and the Problematic in School Mathematics. Studies in Philosophy and Education. 32(6), pp.581-599.
E. de Freitas, N. Sinclair (2013). New materialist ontologies in mathematics education: the body in/of mathematics. Educational Studies in Mathematics. 83(3), pp.453-470.
N. Sinclair, E. Freitas, F. Ferrara (2013). Virtual encounters: the murky and furtive world of mathematical inventiveness. ZDM. 45(2), pp.239-252.
E. De Freitas (2013). What Were You Thinking? A Deleuzian/Guattarian analysis of communication in the mathematics classroom. Educational Philosophy and Theory. 45(3), pp.287-300.
E. de Freitas (2012). The Classroom as Rhizome. Qualitative Inquiry. 18(7), pp.557-570.
E. de Freitas (2012). The Classroom as Rhizome: New Strategies for Diagramming Knotted Interactions. American Journal of Men's Health. 6(5), pp.557-570.
E. De Freitas (2012). The diagram as story: Unfolding the event-structure of the mathematical diagram. For the Learning of Mathematics. 32(2), pp.27-33.
E. de Freitas, N. Sinclair (2012). Diagram, gesture, agency: theorizing embodiment in the mathematics classroom. Educational Studies in Mathematics. 80(1-2), pp.133-152.
E. de Freitas, D. Wagner, I. Esmonde, C. Knipping, L. Lunney Borden, et al. (2012). Discursive Authority and Sociocultural Positioning in the Mathematics Classroom: New Directions for Teacher Professional Development. Canadian Journal of Science, Mathematics and Technology Education. 12(2), pp.137-159.
E. de Freitas, SJ. Bentley (2012). Material encounters with mathematics: The case for museum based cross-curricular integration. International Journal of Educational Research. 55, pp.36-47.
E. de Freitas, B. Zolkower (2011). Developing teacher capacity to explore non-routine problems through a focus on the social semiotics of mathematics classroom discourse. Research in Mathematics Education. 13(3), pp.229-247.
E. de Freitas, B. Zolkower (2009). Using social semiotics to prepare mathematics teachers to teach for social justice. Journal of Mathematics Teacher Education. 12(3), pp.187-203.
E. de Freitas, J. Paton (2009). (De)facing the Self. Qualitative Inquiry. 15(3), pp.483-498.
E. de Freitas, A. McAuley (2008). Teaching for diversity by troubling whiteness: strategies for classrooms in isolated white communities. Race Ethnicity and Education. 11(4), pp.429-442.
E. de Freitas (2008). Mathematics and its other: (dis)locating the feminine. Gender and Education. 20(3), pp.281-290.
E. de Freitas (2008). Troubling teacher identity: preparing mathematics teachers to teach for diversity. Teaching Education. 19(1), pp.43-55.
M. Kooy, E. De Freitas (2007). The diaspora sensibility in teacher identity: Locating self through story. Canadian Journal of Education. 30(3), pp.865-880.
ED. Freitas (2007). Research Fictions: Arts-Informed Narratives That Disrupt the Authority of the Text. Interchange. 38(4), pp.335-350.
J. Giles, DAJ. Ryan, G. Belliveau, E. De Freitas, R. Casey (2006). Teaching style and learning in a quantitative classroom. Active Learning in Higher Education. 7(3), pp.213-225.
ED. Freitas * (2005). Pre‐service teachers and the re‐inscription of whiteness: Disrupting dominant cultural codes through textual analysis. Teaching Education. 16(2), pp.151-164.
E. de Freitas (2004). Plotting intersections along the political axis: The interior voice of dissenting mathematics teachers. Educational Studies in Mathematics. 55(1-3), pp.259-274.
E. de Freitas (2019). Digital research methods and sensor technologies: Rethinking the temporality of digital life. In: Practice Methodologies in Education Research. Routledge,
E. de Freitas (2017). The material labour of artful mathematics. In: Anthropology and Beauty: From Aesthetics to Creativity. pp.36-50.
E. de Freitas (2017). Digital Mazes and Spatial Reasoning: Using Colour and Movement to Explore the 4th Dimension. E. Faggiano, F. Ferrara, A. Montone. In: Innovation and technology enhancement in mathematics education. Springer Verlag, pp.237-257.
E. de Freitas (2017). Contesting Governing Ideologies. In: Contesting Governing Ideologies: An Educational Philosophy and Theory Reader on Neoliberalism. Routledge, pp.88-103.
ED. Freitas, N. Sinclair (2017). Concepts as Generative Devices. In: What is a Mathematical Concept?. Cambridge University Press, pp.76-90.
E. de Freitas, S. Lerman, A. Noelle-Parks (2017). Qualitative methods. J. Cai. In: Compendium for Research in Mathematics Education. National Council of Teachers of Mathematics, pp.159-182.
E. de Freitas (2017). New empiricisms and the moving image: Rethinking video research in education. In: M. Koro-Ljungberg, T. Löytönen, M. Tesar (Eds.). Data encounters. Peter Lang Publishing.. Peter Lang Publishing,
E. de Freitas (2017). Pre-service teachers using core philosophical questions to analyze mathematical behavior. B. Gold. In: Teaching the philosophy of mathematics. Mathematics Association of America. Mathematics Association of America, pp.313-330.
E. de Freitas (2017). Deleuze, ontology and mathematics. In: Peters M. (Ed.). Encyclopedia of Educational Philosophy and Theory. Springer Verlag,
ED. Freitas (2013). Mapping the Materiality of Classroom Discourse. In: Cartographies of Becoming in Education. SensePublishers, pp.127-140.
E. de Freitas (2011). The Emotional Labor of Imagining Otherwise. In: Disrupting Pedagogies in the Knowledge Society. IGI Global, pp.174-185.
R. Nemirovsky, E. de Freitas, K. O’brien, ML. Kelton, JY. Ma, et al. (2018). Video data and the learning event: Four case studies. In: Proceedings of International Conference of the Learning Sciences, ICLS. pp.1195-1202.
de Freitas, E. (2015). Beyond Perception. Anthropology Department, Aberdeen University, Scotland. Sept 1-4. Paper presentation: Material encounters and inventive diagramming: What (kind of mathematics) can a body do?
de Freitas, E. (2015). Summer Institute in Qualitative Inquiry: Putting theory to work. Education and Social Research Institute. Manchester Metropolitan University. July 9-11.
de Freitas, E. (2014). Alternative approaches to the learning of mathematics and science: Concepts, creativity and inclusive materialism. Department of Math and Science Education. Stockholm University, SW. October.
de Freitas, E. (2013). Education and the body. Aalborg University. Aalborg, Denmark. October.
de Freitas, E. (2013). Factoring the body into student learning. Massey University, Palmerston North, New Zealand.
de Freitas, E. (2013). Discourse and materiality in mathematics education. Waikato University, Tauranga, New Zealand.
de Freitas, E. (2013). Response to key note Anna Sfard. Mathematics Education and Contemporary Theory Conference. Manchester, UK. (July)
de Freitas, E. & Sincalir, N. (2012). New materialism and mathematics. San Diego State University. Center for Research in Mathematics and Science Education. Distinguished Lecturer Series. November.
2014 Data Camp: New materialist methodologies. Invited participant (of 3 international scholars) in Workshop funded by the Social Sciences and Humanities Research Council of Canada. Organized by Stephanie Springgay, University of Toronto. Toronto, Ontario.
2014 Beyond Reflexivity and Advocacy: Exploring the Ontological Turn in Educational Research. Invited participant (of 18 international scholars). Conference funded by the American Education Research Association. Organized by Jerry Rosiek & Lisa Mazzei. University of Oregon. Eugene, Oregon.
2013 Post-constructivist Qualitative Research Methodologies.Funded by Swedish Government. Invited participant (of about 25 international scholars) organized by Hillevi Lens-Taguchi, Anna Palmer & Lisa Mazzei. Stockholm University.
2010 Interrelations of the social and the individual in mathematics classrooms. Invited participant (of 7 international scholars) organized by Christine Knipping). Acadia University, NS. May.
2008 International Conference on Equity and Discourse: Creating Equitable discourse in the mathematics classroom. Invited participant (of approx. 25 international scholars) funded by the U.S. National Science Foundation. (Organizers: Jeff Choppin, Beth Herbel-Eisenmann, David Wagner) Rochester, NY. May.
Coordinator team member for the TSG Social and Political Dimensions of Mathematics Education for 2016 ICME (International Commission on Mathematical Education) to be held in Hamburg, Germany in 2016.
Associate Editor, Educational Studies in Mathematics. (2013 – present).
International Editorial Board Member, Curriculum Inquiry. (2014 - present)
2014 Reconsidering conceptual change in the preschool. Elizabeth de Freitas (Co-PI), Anna Palmer (PI), Auli Orlander (co-PI). Stockholm University. Department of Child and Youth Studies. 100,000 Kroner (~ 16,000 USD).
2013-2017 Informath: Mathematics to enrich learning experiences in science and art museums. Project (Oct. 2013 –Oct. 2017) funded by the National Science Foundation. PI: Ricardo Nemirovsky, Co-PI: Molly Kendon. Advisory Panel: Dr. de Freitas and four others. San Diego State’s Center for Resarch in Mathematics and Science Education, San Diego State University. 726,000 USD
2012-2013 Creative diagramming and embodied mathematics: Exploring middle school students interaction with dynamic graphing software. Adelphi University Technology Grant. 5000 USD.
2009-2011 SMART: Science and Math Applied Real-Problem Teaching. Sean Bentley (PI), Elizabeth de Freitas (co-PI), Lee Stemkowski (co-PI). Math Science Partnership. National Science Foundation. 299,012 USD.
2008 -2011 Examining teacher discourse and whole class interaction: A social semiotics model for mathematics lesson study. Elizabeth de Freitas (PI) with Betina Zolkower (PI). National Science Foundation, DRK grant, 467,000 USD. (additional funds added in last year)
2008 Adelphi Summer Institute in Mathematics and Science Education. Elizabeth de Freitas (co-PI), Dante Tawfeeq (PI), Mary Jean McCarthy (co-PI). New York State Department of Education 403,000 USD.
2007 Adelphi Summer Institute in Mathematics Education. Elizabeth de Freitas (PI), Dante Tawfeeq (co-PI).New York State Department of Education. 25,000 USD.
2005-2009 Mathematics Teacher Identity: A Narrative Inquiry. Elizabeth de Freitas (PI). Standard Research Grant from The Social Sciences and Humanities Research Council of Canada. 60,304 CAD.
2006 The Role of Representation in Learning Mathematics. Elizabeth de Freitas (PI). Adelphi University Research Grant. 2,150 USD.
2005-2006 Teacher Identity within Mathematics Education. Elizabeth de Freitas (PI). University of Prince Edward Island Major Research Grant. 5000 CAD.
2005 Critical Pedagogy in Mathematics Education. Elizabeth de Freitas (PI).University of Prince Edward Island Travel Grant. 1000 CAD.
2004-2005 The Impact of teaching Style on Mathematics Learning. Elizabeth de Freitas (Co-Investigator). Dan Ryan (PI). University of Prince Edward Island Major Research Grant. 5000 CAD.
2003-2004 Embracing Mathematics: Narratives of Student Resistance and Teacher Development. Elizabeth de Freitas (PI).University of Prince Edward Island New Scholar Grant. 2000 CAD.