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This monograph uses the concept and category of "event" in the study of mathematics as it emerges from an interaction between levels of cognition, from the bodily experiences to symbolism. It is subdivided into three parts.The first moves from a general characterization of the classical approach to mathematical cognition and mind toward laying the foundations for a view on the mathematical mind that differs from going approaches in placing pri...

This monograph uses the concept and category of "event" in the study of mathematics as it emerges from an interaction between levels of cognition, from the bodily experiences to symbolism. It is subdivided into three parts.The first moves from a general characterization of the classical approach to mathematical cognition and mind toward laying the foundations for a view on the mathematical mind that differs from going approaches in placing pri...

Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory. In this theory, affect was to play a central role, there was to be a primacy of social relations, and anything mental (mind, thought, self, other, knowledge) was an event rather than a thing. This is essentially a transactional perspective. In this book, the author articulate...

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. The manifestation as culture...

Dwelling, Building, Thinking makes the case for a phenomenological perspective on educational issues that challenges the mainstream ideas associated with a constructivist epistemology

Dwelling, Building, Thinking makes the case for a phenomenological perspective on educational issues that challenges the mainstream ideas associated with a constructivist epistemology

Language, Learning, Context aims to help educators understand the ways in which they use language and the sense in which they are as much subject to its possibilities as they are able to consciously mobilize those possibilities.

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First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Grounded in philosophical approaches to cognition, this book presents a radical reframing of how children learn geometrical concepts in their early years. The book exhibits the shortcomings of other theories, including embodiment and enactivist approaches and advances an understanding of mathematics in the flesh.

This book takes up where L. S. Vygotsky has left off during the last few months of his life, when he renounced much of what he had done before. A month before Vygotsky died, he wrote in his notebook that he felt like Moses who had seen the promised land but was never allowed to set foot on it. The vision Vygotsky laid out during his final days had been influenced by his readings of the Dutch philosopher Baruch Spinoza and a book by Karl Marx p...

This book takes up where L. S. Vygotsky has left off during the last few months of his life, when he renounced much of what he had done before. A month before Vygotsky died, he wrote in his notebook that he felt like Moses who had seen the promised land but was never allowed to set foot on it. The vision Vygotsky laid out during his final days had been influenced by his readings of the Dutch philosopher Baruch Spinoza and a book by Karl Marx p...

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 prog...

Non scholae sed vitae discimus, we learn for life rather than for school. In this Roman saying, the ultimate reason for school is recognized as being a preparation for life. High school science, too, is a preparation for life, the possible careers students identify, and for defining possible future Selves. In this book, the contributors take one dataset as their object of scholarship informed by discursive psychology, Bakhtin, and poststructur...

The collection of data sources in the social sciences involves communication in one form or another: between research participants who are observed while communicating or between researcher and researched, who communicate so that the former can learn about/from the latter. How does one analyze communication? In particular, how does one learn to analyze data sources established in and about communication? In response to these questions, the...

In the history of psychology, first-person methods, such as introspection, have come into disrepute in favor of the experimental approach. Yet the results of first-person research - such as the famous studies provided by Maurice Merleau-Ponty in his Phenomenology of Perception - have indeed produced knowledge subsequently ascertained by neuroscientific research. The purpose of this book is to assist readers in developing first-person methods a...

What more is there in and for science education to do in terms of researching sciencelessons? A lot, the author suggests, if research turns away from studying scienceeducation extracting social facts using special methods, which journal articlesrequire to state, to studying the work and methods by means of which participantsthemselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-...

What more is there in and for science education to do in terms of researching sciencelessons? A lot, the author suggests, if research turns away from studying scienceeducation extracting social facts using special methods, which journal articlesrequire to state, to studying the work and methods by means of which participantsthemselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-...

This book is about language in STEM research and about how it is thought about:as something that somehow refers to something else not directly accessible, oftenmeaning, mental representation, or conception. Using the analyses of realdata and analyses of the way certain concepts are used in the scientifi c literature, such as "meaning, " this book reframes the discussion about meaning, mentalrepresentation, and conceptions consistent with the p...