A Cultural-Historical Perspective on Mathematics Teaching and Learning
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,
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SEMIOTIC PERSPECTIVES ON THE TEACHING AND LEARNING OF MATHEMATICS SERIES Volume 2 Series Editors Adalira Saénz-Ludlow Luis Radford
Editorial Board Ferdinando Arzarello Paul Ernest Juan Godino Michael Hoffmann Falk Seeger Carlos E. Vasco
A Cultural-Historical Perspective on Mathematics Teaching and Learning By Wolff-Michael Roth University of Victoria, Canada and Luis Radford Université Laurentienne, Ontario, Canada
SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-94-6091-562-8 (paperback) ISBN 978-94-6091-563-5 (hardback) ISBN 978-94-6091-564-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com
Printed on acid-free paper
All rights reserved © 2011 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
Contents
Preface 1 Toward a Science of the Subject
vii 1
2 Reproduction and Transformation of Affect in Activity
29
3 Learning as Objectification
47
4 Developmental Possibilities in/from Activity
69
5 Re/Theorizing the Zone of Proximal Development
91
6 The Dual Nature of the Object/Motive
111
7 From Subjectification to Personality
127
8 A Cultural-Historical Science of Learning
141
Appendix
157
References
175
Index
181
Preface
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. Situated in activity theory – as developed by A. N. Leont’ev and Klaus Holzkamp – we investigate in this book the mutually constitutive nature of cognition and emotion. Activity theory not only stipulates the relation between individual and culture in very different ways than any other theory, but also emphasizes the constitutive role of emotions in knowing and being. To investigate the mutually constitutive nature of cognition and emotion we draw on data from our longitudinal research program about the teaching and learning of algebra in elementary schools. We 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. Second, our analysis exhibits three main features: (a) the irreducible connection between emotion and cognition mediates teacher-student interactions; (b) the zone of proximal development is itself a historical and cultural emergent product of joint teacher-students activity; and (c) as an outcome of joint activity, the object/motive of activity emerges
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