The Ethics of Being and Knowing: Towards a Cultural Theory of Learning

By Luis Radford Hernandez, Luis Radford, Gert Schubring, F. Seeger. 2008

198 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/e92ab298ec932a4a0f1115cf378153f4c4e59cbe

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In Human Factors and Ergonomics

Citations in the corpus

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.”
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011, background): “This is why its acquisition in ontogeny raises very difficult problems (Radford 2008b).”
“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…”
Embodiment, perception and symbols in the development of early algebraic thinking (2011, methodology): “This refinement is what we have called a semiotic contraction (Radford, 2008b) and is a symptom of learning and conceptual development.”
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions (2010, unknown): “This is one of the problems belonging to the philosophy or mathematics (Rozov, 1989), and which is also of interest for research in mathematics education (Radford, 2008).”
Algebraic thinking from a cultural semiotic perspective (2010, background): “elsewhere (Radford 2008a), it can be theorised as processes of objectification, that is, those social processes through which students grasp the cultural logic with which the objects of knowledge have been endowed, and become conversant with the historically-constituted forms of action and thinking.”
A “Curling teacher” in mathematics education: teacher identities and pedagogy development (2011, background): “In this perspective, learning is not just about getting to know; learning is also about becoming someone (Radford 2008).”