Culture and cognition: Towards an anthropology of mathematical thinking

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Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts (2008, background): “, quantity, shape, space, and time (Crump, 1990; D’Ambrosio, 2006; Gell, 1992; Høyrup, 2007; Perret-Clermont, 2005; Radford, 2008).”
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009, background): “Suffice it to say that the concept of time followed a similar historical developmental path as that of space (see, e.g., Radford 2008c, 2009b). social space of interaction ensured by the activity’s pedagogical design, allowed the students to overcome the first obstacles and engage in a process of…”
The Eye as a Theoretician: Seeing Structures in Generalizing Activities. (2010, background): “Learning, I submitted elsewhere (Radford, 2008a), can be theorized as those processes through which students gradually become acquainted with historically constituted cultural meanings and forms of reasoning and action.”