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Book Reviews

The theory of objectification: a Vygotskian perspective on knowing and becoming in mathematics teaching and learning

by Luis Radford, Koninklijke Brill NV, Leiden, 2021, xvi, 259 pp., 60€ (paperback), ISBN: 978-90-04-45964-9

References

  • Barwell, R. (2014). Centripetal and centrifugal language forces in one elementary school second language mathematics classroom. ZDM Mathematics Education, 46(6), 911–922. http://doi.org/10.1007/s11858-014-0611-1
  • D’Ambrosio, U. (2012). A broad concept of social justice. In A. A. Wager & D. W. Stinson (Eds.), Teaching mathematics for social justice: Conversations with mathematics educators (pp. 201–213). National Council of Teachers of Mathematics. https://www.nctm.org/Store/Products/Teaching-Mathematics-for-Social-Justice–Conversations-with-Educators-(Download)/
  • Ilyenkov, E. V. (1977). Dialectical logic. Progress. https://www.marxists.org/archive/ilyenkov/works/essays/index.htm
  • Leont’ev, A. N. (2005). The genesis of activity. Journal of Russian and East European Psychology, 43(4), 58–71. https://doi.org/10.1080/10610405.2005.11059253
  • Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the radical constructivist paradigm? Journal for Research in Mathematics Education, 27(2), 133–150. https://doi.org/10.2307/749597
  • Lerman, S. (2006). Socio-cultural research in PME. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 347–366). Sense. https://doi.org/10.1163/9789087901127_013
  • Mészáros, I. (2010). Social structure and forms of consciousness. Monthly Review Press. https://monthlyreview.org/product/social_structure_and_forms_of_consciousness_vol_i/
  • Radford, L. (2010). The anthropological turn in mathematics education and its implication on the meaning of mathematical activity and classroom practice. Acta Didactica Universitatis Comenianae Mathematics, 10, 103–120. http://www.luisradford.ca/pub/17_ADUC2010Theanthropologicalturn.pdf.
  • Radford, L. (2016). Mathematics education as a matter of labor. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory [Living edition]. Springer. https://doi.org/10.1007/978-981-287-532-7_518-1
  • Radford, L. (2021). The theory of objectification: A Vygotskian perspective on knowing and becoming in mathematics teaching and learning. Brill. https://doi.org/10.1163/9789004459663
  • Sfard, A. (2008). Thinking as communicating. Cambridge University Press. https://doi.org/10.1017/CBO9780511499944
  • Skovsmose, O. (2012). Towards a critical mathematics research programme? In O. Skovsmose & B. Greer (Eds.), Opening the cage: Critique and politics of mathematics education (pp. 343–368). Sense. https://doi.org/10.1007/978-94-6091-808-7_18
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). UNESCO and sustainable development goals. https://fr.unesco.org/sdgs
  • Vale, C., Atweh, B., Averill, R., & Skourdoumbis, A. (2016). Equity, social justice and ethics in mathematics education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, & K. Fry (Eds.), Research in mathematics education in Australasia (2012–2015) (pp. 97–118). Springer. https://doi.org/10.1007/978-981-10-1419-2_6.

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