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The theory of objectification and its place among sociocultural research in mathematics education

Radford, Luis (2016). The theory of objectification and its place among sociocultural research in mathematics education. Revista Internacional de Pesquisa em Educação Matemática, 6(2), pp. 187-206 .

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Resumen

This article is an attempt at locating the theory of objectification (TO) among sociocultural research in mathematics education. The first part contains a summary of the emergence of sociocultural perspectives in mathematics education research. The second part deals with some of the central ideas that underpin the TO. It begins with a discussion of the concepts of teachers and students. Then, the general trend of language-centered types of theorizing in mathematics teaching and learning is discussed. The discussion is followed by a brief presentation of the concept of activity as understood in dialectic materialism. Such a concept is central to the TO. This concept, however, is reformulated as joint labor, which works in tandem with a dialect materialist concept of knowledge and the knower. Through these concepts the TO reformulates teaching-and-learning as an ethical cultural-historical phenomenon, providing the TO with a distinct orientation among sociocultural research.

Tipo de Registro:Artículo
Términos clave:07. Enseñanza > Planificación del profesor > Metodología de enseñanza > Análisis y reflexión sobre la enseñanza
12. Investigación e innovación en Educación Matemática > Marcos teóricos > Etnomatemática > Prácticas socioculturales
06. Aprendizaje > Otro (aprendizaje)
10. Otras nociones de Educación Matemática > Otro (otras nociones de educación matemática)
Nivel Educativo:Todos los niveles educativos
Código ID:26587
Depositado Por:Monitor Funes 2
Depositado En:03 Jul 2022 20:06
Fecha de Modificación Más Reciente:03 Jul 2022 20:06
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