| Description |
1 online resource (ix, 184 pages) : illustrations |
| Series |
Semiotic perspectives on the teaching and learning of mathematics series ; v. 2 |
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Semiotic perspectives in the teaching and learning of mathematics series ; v. 2.
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| Contents |
A Cultural-Historical Perspective on Mathematics Teaching and Learning -- Contents -- Preface -- 1 Toward a Science of the Subject -- Activity -- Levels of Activity -- The Material Plane: A Subject Perspective on Human Activity -- Subject -- Object/Motive and Motivation -- The Ideal Plane: Reflecting Concrete Reality -- Consciousness -- Emotion -- Contradictions -- Analysis of Activity -- 2 Reproduction and Transformation of Affect in Activity -- How Activity Produces Negative Emotional Valence and Expressions of Not Understanding |
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€?Now I Understand. You got it Wrong�Fragment 2.1 -- �What are You Doing. . . I Don�t Understand. And I Will Never Understand -- Fragment 2.2 -- �This is Dumb. I Don�t Understand� -- Fragment 2.3 -- The Relation of Emotion, Cognition, and Practical Activity -- 3 Learning as Objectification -- Creating Action Possibilities -- �Okay. . . What Did You Have to Do?�: Attempting to Get Unstuck -- Fragment 3.1a -- Fragment 3.1 -- �Let�s Re-Read the Problem�: A Second Attempt at Getting Unstuck -- Fragment 3.2a -- Fragment 3.2b |
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Fragment 3.3aFragment 3.3b -- Fragment 3.4 -- We are Going � But Where? -- 4 Developmental Possibilities in/from Activity -- Emergence of a Developmental Zone -- Fragment 4.1 -- �You Don�t Understand. This is What I Try to Help You Understand�: A First Objectification -- Fragment 4.2a -- Fragment 4.2b -- Toward Independent Acting � A Second Objectification -- Fragment 4.3a -- Fragment 4.3b -- Social Relations, Obuchenie, and Developmental Possibilities -- 5 Re/Thinking the Zone of Proximal Development -- Toward an Alternative |
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Re/Thinking ZPD (Symmetrically)Fragment 5.1 (excerpted from Fragment 4.2b) -- The Subject�s Perspective on Learning -- 6 The Dual Nature of the Object/Motive -- Emergence of the Object/Motive -- Fragment 6.1 (Excerpted from Fragment 4.3b) -- Mathematical Consciousness as the Reflection of Concrete Mathematical Activity -- Mathematics Classroom as a Microcosm of Society -- Fragment 6.2 (from Fragment 2.3) -- 7 From Subjectification to Personality -- Subject in/as Societal Relation -- Fragment 7.1 (excerpted from Fragment 4.2a) |
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Subjectification and Self-MovementFragment 7.2 (excerpted from Fragment 4.2b) -- Personality � A �Knot-Work� of Object/Motives -- 8 Toward A Cultural-Historical Science of Mathematical Learning -- Consciousness is Collective -- Understanding and Analyzing Activity -- Fragment 8.1 (Excerpted from Fragment 4.3a) -- The Person�s Perspective -- Fragment 8.2 (excerpted from Fragment 4.2b) -- Dialectic of Boundaries and Continuities -- Coda -- Appendix -- Institutional Context -- Participants -- Curriculum, Lesson, Task |
| Summary |
Eighty years ago, L.S. Vygotsky complained that psychology was misled in studying thought independent of emotion. This situation has not significantly changed, as most learning scientists continue to study cognition independent of emotion. In this book, the authors use cultural-historical activity theory as a perspective to investigate cognition, emotion, learning, and teaching in mathematics. Drawing on data from a longitudinal research program about the teaching and learning of algebra in elementary schools, Roth and Radford show (a) how emotions are reproduced and transformed in and through activity and (b) that in assessments of students about their progress in the activity, cognitive and emotional dimensions cannot be separated. Three features are salient in the analyses: (a) the irreducible connection between emotion and cognition mediates teacher-student interactions; (b) the zone of proximal development is itself a historical and cultural emergent product of joint teacher-students activity; and (c) as an outcome of joint activity, the object/motive of activity emerges as the real outcome of the learning activity. The authors use these results to propose (a) a different conceptualization of the zone of proximal development, (b) activity theory as an alternative to learning as individual/social construction, and (c) a way of understanding the material/ideal nature of objects in activity. Wolff-Michael Roth is Lansdowne Professor at the University of Victoria, Canada. He researches scientific and mathematical cognition along the life span from cultural-historical and phenomenological perspectives. He has conducted research in science and mathematics classrooms as well as having realized multi-year ethnographic studies of science and mathematics in workplaces and scientific research. Luis Radford is full professor at Laurentian University in Canada. His research interests include the investigation of mathematics thinking and knowing from a cultural-semiotic embodied perspective and the historical and cultural roots of cognition. For many years he has been conducting classroom research with primary and high-school teachers about the teaching and learning of mathematics |
| Analysis |
Education |
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onderwijs |
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psychologie |
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psychology |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references (pages 175-180) and index |
| Notes |
English |
| In |
Springer eBooks |
| Subject |
Learning, Psychology of.
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Mathematics -- Study and teaching (Elementary)
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Psychology, Educational
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EDUCATION -- Essays.
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EDUCATION -- Organizations & Institutions.
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EDUCATION -- Reference.
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Sciences sociales.
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Droit.
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Sciences humaines.
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Learning, Psychology of
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Mathematics -- Study and teaching (Elementary)
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| Form |
Electronic book
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| Author |
Radford, Luis.
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| ISBN |
9789460915642 |
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9460915647 |
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1280785411 |
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9781280785412 |
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9786613695802 |
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6613695807 |
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