Abrahamson D. & Trninic D. (2015) Bringing forth mathematical concepts: Signifying sensorimotor enactment in fields of promoted action. ZDM Mathematics Education 47(2): 295-306. Available at https://cepa.info/6129
Brown L. (2015) Researching as an enactivist mathematics education researcher. ZDM Mathematics Education 47(2): 185-196.
Coles A. (2015) On enactivism and language: Towards a methodology for studying talk in mathematics classrooms. ZDM Mathematics Education 47(2): 235-246.
Khan S., Francis K. & Davis B. (2015) Accumulation of experience in a vast number of cases: Enactivism as a fit framework for the study of spatial reasoning in mathematics education. ZDM Mathematics Education 47(2): 269-279.
Lozano M.-D. (2015) Using enactivism as a methodology to characterise algebraic learning. ZDM Mathematics Education 47(2): 223-234.
Maheux J. F. & Proulx J. (2015) Doing|mathematics: Analyzing data with/in an enactivist-inspired approach. ZDM Mathematics Education 47(2): 211-221.
Metz M. L. & Simmt E. (2015) Researching mathematical experience from the perspective of an empathic second-person observer. ZDM Mathematics Education 47(2): 197-209.
Preciado-Babb A. P., Metz M. & Marcotte C. (2015) Awareness as an enactivist framework for the mathematical learning of teachers, mentors and institutions. ZDM Mathematics Education 47(2): 257-268.
Reid D. A. & Mgombelo J. (2015) Survey of key concepts in enactivist theory and methodology. ZDM Mathematics Education 47(2): 171-183.
Simmt E. & Kieren T. (2015) Three “moves” in enactivist research: A reflection. ZDM Mathematics Education 47: 307-317. Available at https://cepa.info/4481