This literature review prefaced a research project that explored dads’ role and involvement in the lives and education of their children with special educational needs and/or disabilities (SEN/D) within the context of early intervention (EI) (see Ren & Mc Guckin, 2022). We present a comprehensive, critical, and analytical review of the literature regarding the area of dad involvement in EI provided for children with SEN/D and their families. To conduct this review, key terminology was used to search in well-known, widely recognised, and distinguished research databases (e.g., Education Full Text, PsycINFO, Web of Science). The search yielded 112 results, from which 21 final articles were selected for inclusion. To begin, the historical perspective of fatherhood and dad involvement in the childbearing family is reviewed. This provides a necessary context for a deeper understanding of the central issues related to this area. To provide an explanation of the ways in which contemporary dads are influential, the review then explores the role and function of dads and their contributions to their child’s developmental outcomes. Such an exploration leads to a necessary critical review of recent research findings related to dads’ involvement in the lives of children with SEN/D and EI. This comprehensive review extends our knowledge in understanding the role and involvement of dads’ contributions to the outcome of their families and their children with SEN/D, particularly within an EI context.

This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.