A CulturalHistorical Perspective on Mathematics Teaching and Learning
by WolffMichael Roth , Luis Radford

Persian Title: چشم انداز فرهنگی  تاریخی در ریاضیات آموزش و یادگیری

Summary and Info
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 culturalhistorical 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 teacherstudent interactions; (b) the zone of proximal development is itself a historical and cultural emergent product of joint teacherstudents 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. WolffMichael Roth is Lansdowne Professor at the University of Victoria, Canada. He researches scientific and mathematical cognition along the life span from culturalhistorical and phenomenological perspectives. He has conducted research in science and mathematics classrooms as well as having realized multiyear 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 culturalsemiotic embodied perspective and the historical and cultural roots of cognition. For many years he has been conducting classroom research with primary and highschool teachers about the teaching and learning of mathematics.
More About the Author
WolffMichael Roth (Born June 28, 1953, Heidelberg) is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science.
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