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The Theory of Objectification

A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning
BuchGebunden
276 Seiten
Englisch
Brillerschienen am08.04.2021
The theory of objectification offers a perspective to conceptualize learning as a collective cultural-historical process and to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, plurality, and inclusivity.mehr
Verfügbare Formate
BuchGebunden
EUR167,50
TaschenbuchKartoniert, Paperback
EUR78,50

Produkt

KlappentextThe theory of objectification offers a perspective to conceptualize learning as a collective cultural-historical process and to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, plurality, and inclusivity.
Details
ISBN/GTIN978-90-04-45965-6
ProduktartBuch
EinbandartGebunden
FormatGenäht
Verlag
Erscheinungsjahr2021
Erscheinungsdatum08.04.2021
Seiten276 Seiten
SpracheEnglisch
Gewicht587 g
Artikel-Nr.1071244
Rubriken
GenreWirtschaft

Inhalt/Kritik

Inhaltsverzeichnis
PrefaceFigures and TablesIntroduction: The Ascent from the Abstract to the Concrete1 Theories in Mathematics Educationâ1 Outlineâ2 A Classroom Episodeâ3 Research Questionsâ4 Methodâ5 Theoretical Principlesâ6 Piaget´s Genetic Epistemologyâ7 From Method to Methodologyâ8 Mathematics Education Theories: Two Short Examplesâ9 The Theory of Objectification2 An Overview of the Theory of Objectificationâ1 Outlineâ2 Introductionâ3 Theoretical Underpinnings of the Theory of Objectificationâ4 Summing up and Looking Ahead3 Knowledge and Knowingâ1 Outlineâ2 Knowledgeâ3 Knowingâ4 The Piggy Bank Exampleâ5 The Dialectic between Knowledge and Knowingâ6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Materialâ7 Synthesis4 Learningâ1 Outlineâ2 Learning as Participation in Social Practiceâ3 Internalisationâ4 Processes of Objectificationâ5 Some Meanings of Objectificationâ6 Processes of Objectificationâ7 Learning as Objectificationâ8 Consciousnessâ9 Teaching-Learning Activityâ10 Processes of Subjectificationâ11 Synthesis5 Processes of Objectificationâ1 Outlineâ2 The Investigation of Processes of Objectificationâ3 Teaching-Learning Activityâ4 An Example of Investigation of Processes of Objectificationâ5 Semiotic Means of Objectificationâ6 Semiotic Nodesâ7 Semiotic Contractionâ8 Conceptâ9 Synthesis6 Embodimentâ1 Outlineâ2 Introductionâ3 The Intertwining of the Senses and Cultureâ4 Perceptionâ5 A Classroom Exampleâ6 The Poetry of Objectificationâ7 Counting the Unseenâ8 Synthesis7 Task Design: Or Configuring Teaching-Learning Activitiesâ1 Outlineâ2 General Considerationsâ3 The Motion of Tina, John, and the Dogâ4 Synthesis8 The Cultural Nature of Mathematical Thinkingâ1 Outlineâ2 Introductionâ3 Boas´s Relativist Conception of Cultureâ4 The Anthropological Venerable Conflictâ5 A Dialectical Materialist View of Cultureâ6 Greek Mathematical Thinking Revisitedâ7 Synthesis9 Processes of Subjectificationâ1 Outlineâ2 The Question of the Subjectâ3 Semiotic Systems of Cultural Significationâ4 Being, Becoming, and Subjectivityâ5 Solving Equations in a Grade 3 Classroomâ6 Synthesis10 Ethicsâ1 Outlineâ2 The Ineludible Presence of Ethics in the Mathematics Classroomâ3 Kantâ4 Hobbesâ5 Lévinas´s Ethicsâ6 The Indispensable Task of (Mathematics) Educationâ7 Towards a Communitarian Ethicsâ8 SynthesisReferencesIndexmehr

Autor

Luis Radford is a full professor at Laurentian University in Canada. His research focuses on the teaching and learning of mathematics from a cultural-historical perspective, and education as a transformative societal process. He conducts classroom research with primary and high school teachers.