Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning
By Luis Radford. Journal of Research in Mathematics Education, 2013
128 citations recorded by the source corpus.
In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning—the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K. Marx and the dialectic tradition (including Vygotsky and Leont’ev). Knowledge, I argue, is movement. More specifically, knowledge is a historically and culturally codified fluid form of thinking and doing. Knowledge is pure possibility and can only acquire reality through activity—the activity that mediates knowledge and knowing. The inherent mediated nature of knowing requires learning, which I theorize as social, sensuous and material processes of objectification. The ideas are illustrated through a detailed classroom example with 9-10-year-old students.
Subfields: Education, Human Factors and Ergonomics
View Paper: https://www.semanticscholar.org/paper/bbf8e7fa62166bcacbf8fd2a4c6bfb83223d6b29
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In Education
In Human Factors and Ergonomics
Citations in the corpus
- The Enactive Roots of STEM: Rethinking Educational Design in Mathematics (2015, background): “Later on in elementary school, semiotic–cultural analyses of classroom episodes involve mathematical symbols as students’ objectifications of their pre-symbolic multimodal notions (Radford 2013).”