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Roth, Wolff-Michael – Educational Studies in Mathematics, 2017

Constructivist learning theories have become the dominant ideology in educational circles, in part, because there is a primacy on the agential individual with its definite identity. However, precisely because "to construct" is a "transitive" verb, it occludes the fact that in learning and development, we come to know something…

Descriptors: Constructivism (Learning), Learning Theories, Teaching Methods, Mathematics

Radford, Luis; Roth, Wolff-Michael – Educational Studies in Mathematics, 2017

In a recent article published in this journal, Williams ("Educational Studies in Mathematics, 92," 59-72, 2016) offers a critique of neo-Vygotskian perspectives exemplified in recent work on the "funds of knowledge" and on "cultural-historical activity theoretic" perspectives. The critique has great value in that it…

Descriptors: Mathematics, Mathematics Education, Alienation, Cultural Context

Roth, Wolff-Michael – Educational Studies in Mathematics, 2016

Recent theoretical advances on learning (mathematics) emphasize the fact that what results from engagement with curriculum materials is not entirely in the control of the students in the way classical theories of knowing and learning suggest. These new theories distinguish themselves by either invoking distributed agency, some of which is…

Descriptors: Mathematics Education, Theories, Mathematics Curriculum, Females

Roth, Wolff-Michael; Maheux, Jean-François – Educational Studies in Mathematics, 2015

Mathematics educators have shown increasing interest in theorizing knowing and learning as something alive or as something that comes alive through the involvement of the body. Almost all current efforts attempt doing so by focusing on the body in which the otherwise invisible living being exhibits itself, thereby failing to consider everything…

Descriptors: Educational Theories, Learning Theories, Mathematical Concepts, Mathematics Activities

Roth, Wolff-Michael – Educational Studies in Mathematics, 2012

This text, occasioned by a critical reading of "Mathematics Education and Subjectivity" (Brown, "2011") and constituting a response to the book, aims at contributing to the building of (post-structuralist) theory in mathematics education. Its purpose was to re/write two major positions that "Mathematics Education and Subjectivity" articulates:…

Descriptors: Mathematics Education, Critical Reading, Reader Text Relationship, Theories

Bautista, Alfredo; Roth, Wolff-Michael – Educational Studies in Mathematics, 2012

Much of the evidence provided in support of the argument that mathematical knowing is embodied/enacted is based on the analysis of gestures and bodily configurations, and, to a lesser extent, on certain vocal features (e.g., prosody). However, there are dimensions involved in the emergence of mathematical knowing and the production of mathematical…

Descriptors: Mathematics Education, Geometric Concepts, Grade 3, Mathematics Instruction

Radford, Luis; Roth, Wolff-Michael – Educational Studies in Mathematics, 2011

In this article, we present a sociocultural alternative to contemporary constructivist conceptions of classroom interaction. Drawing on the work of Vygotsky and Leont'ev, we introduce an approach that offers a new perspective through which to understand the "specifically human" forms of knowing that emerge when people engage in joint activity. To…

Descriptors: Constructivism (Learning), Interaction, Elementary School Mathematics, Mathematics

Thom, Jennifer S.; Roth, Wolff-Michael – Educational Studies in Mathematics, 2011

The idea that mathematical knowledge is embodied is increasingly taking hold in the mathematics education literature. Yet there are challenges to the existing conceptualizations: There tend to be breaks between (a) the living and experienced body (flesh) and linguistic forms of thought, (b) individual and collective forms of knowing, and (c) the…

Descriptors: Mathematics Education, Geometric Concepts, Phenomenology, Semiotics

Roth, Wolff-Michael; Thom, Jennifer S. – Educational Studies in Mathematics, 2009

Mathematical concepts and conceptions have been theorized as abstractions from--and therefore transcending--bodily and embodied experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical phenomenology. Accordingly, a conception exists only in, through, and as of the experiences…

Descriptors: Mathematical Concepts, Phenomenology, Nonverbal Communication, Mathematics Education

Roth, Wolff-Michael; Lee, Yew Jin – Educational Studies in Mathematics, 2004

Research on graphing presents its results as if knowing and understanding were something stored in peoples' minds independent of the situation that they find themselves in. Thus, there are no models that situate interview responses to graphing tasks. How, then, we question, are the interview texts produced? How do respondents begin and end…

Descriptors: Semantics, Text Structure, Interviews, Graphs