ISBN:
9789460915642
Language:
English
Pages:
Online-Ressource (IX, 184p, digital)
Series Statement:
Semiotic Perspectives on the Teaching and Learning of Mathematics Series 2
Series Statement:
Semiotic Perspectives in the Teaching and Learning of Math Series 2
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
DDC:
510.71
Keywords:
Education
;
Learning, Psychology of
;
Mathematics Study and teaching (Elementary)
;
Educational psychology
;
Education
;
Educational psychology
Abstract:
Preliminary Material -- Toward a Science of the Subject -- Reproduction and Transformation of Affect in Activity -- Learning as Objectification -- Developmental Possibilities in/from Activity -- Re/Thinking the Zone of Proximal Development -- The Dual Nature of the Object/Motive -- From Subjectification to Personality -- Toward A Cultural-Historical Science of Mathematical Learning -- Appendix -- References -- Index.
Abstract:
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 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 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 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
Description / Table of Contents:
A Cultural-Historical Perspective on Mathematics Teaching and Learning; Contents; Preface; 1 Toward a Science of the Subject; Activity; Levels of Activity; The Material Plane: A Subject Perspective on Human Activity; Subject; Object/Motive and Motivation; The Ideal Plane: Reflecting Concrete Reality; Consciousness; Emotion; Contradictions; Analysis of Activity; 2 Reproduction and Transformation of Affect in Activity; How Activity Produces Negative Emotional Valence and Expressions of Not Understanding; 'Now I Understand. You got it Wrong'; Fragment 2.1
Description / Table of Contents:
'What are You Doing. . . I Don't Understand. And I Will Never UnderstandFragment 2.2; 'This is Dumb. I Don't Understand'; Fragment 2.3; The Relation of Emotion, Cognition, and Practical Activity; 3 Learning as Objectification; Creating Action Possibilities; 'Okay. . . What Did You Have to Do?': Attempting to Get Unstuck; Fragment 3.1a; Fragment 3.1; 'Let's Re-Read the Problem': A Second Attempt at Getting Unstuck; Fragment 3.2a; Fragment 3.2b; Fragment 3.3a; Fragment 3.3b; Fragment 3.4; We are Going - But Where?; 4 Developmental Possibilities in/from Activity
Description / Table of Contents:
Emergence of a Developmental ZoneFragment 4.1; 'You Don't Understand. This is What I Try to Help You Understand': A First Objectification; Fragment 4.2a; Fragment 4.2b; Toward Independent Acting - A Second Objectification; Fragment 4.3a; Fragment 4.3b; Social Relations, Obuchenie, and Developmental Possibilities; 5 Re/Thinking the Zone of Proximal Development; Toward an Alternative; Re/Thinking ZPD (Symmetrically); Fragment 5.1 (excerpted from Fragment 4.2b); The Subject's Perspective on Learning; 6 The Dual Nature of the Object/Motive; Emergence of the Object/Motive
Description / Table of Contents:
Fragment 6.1 (Excerpted from Fragment 4.3b)Mathematical Consciousness as the Reflection of Concrete Mathematical Activity; Mathematics Classroom as a Microcosm of Society; Fragment 6.2 (from Fragment 2.3); 7 From Subjectification to Personality; Subject in/as Societal Relation; Fragment 7.1 (excerpted from Fragment 4.2a); Subjectification and Self-Movement; Fragment 7.2 (excerpted from Fragment 4.2b); Personality - A 'Knot-Work' of Object/Motives; 8 Toward A Cultural-Historical Science of Mathematical Learning; Consciousness is Collective; Understanding and Analyzing Activity
Description / Table of Contents:
Fragment 8.1 (Excerpted from Fragment 4.3a)The Person's Perspective; Fragment 8.2 (excerpted from Fragment 4.2b); Dialectic of Boundaries and Continuities; Coda; Appendix; Institutional Context; Participants; Curriculum, Lesson, Task; Collection of Data Sources, Transcription, Production of Data; Transcription Conventions; Lesson Transcript - French; Lesson Transcript - English; References; Index
Note:
Description based upon print version of record
DOI:
10.1007/978-94-6091-564-2
URL:
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