A Cultural-Historical Perspective on Mathematics Teaching and Learning
Published on 1. January 2011
Book
Paperback/Softback
193 pages
978-94-6091-562-8 (ISBN)
Description
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.
More details
Series
Language
English
Place of publication
Rotterdam
Netherlands
Target group
Professional and scholarly
Product notice
Paperback (trade)
Dimensions
Height: 235 mm
Width: 155 mm
Thickness: 11 mm
Weight
306 gr
ISBN-13
978-94-6091-562-8 (9789460915628)
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Schweitzer Classification
Other editions
Additional editions
Wolff-Michael Roth | Luis Radford
A Cultural-Historical Perspective on Mathematics Teaching and Learning
Book
01/2011
Sense Publishers
€114.50
Shipment within 15-20 days
Persons
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.
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.