Explanipedia

From interaction to transaction: The primacy of movement and the event as irreducible unit Open

Wolff‐Michael Roth · 2022

The target article presents an alternative view on cognition through the lens of human practice, which is experienced from within by practitioners and through their course-of-experience. It pays specific heed to micro-phenomenological and …

Correction to: Unveiling the Teachers’ Perceived Self-efficacy to Practice Integrated STrEaM Teaching Open

Vasugi Subramaniam, Mageswary Karpudewan, Wolff‐Michael Roth · 2022

Reflections During the COVID-19 Pandemic: Science, Education, and Everyday Life Open

Wolff‐Michael Roth · 2022

The Ideal in mathematics: A Spinozist Marxian Elaboration and Revision of the Theory of Knowledge Objectification Open

Wolff‐Michael Roth · 2020

The theory of knowledge objectification, initially presented and developed by Luis Radford, has gained some traction in the field of mathematics education. As with any developing theory, its presentation contains statements that may contra…

Ideal in mathematics Open

Wolff‐Michael Roth · 2020

The theory of knowledge objectification, initially presented and developed by Luis Radford, has gained some traction in the field of mathematics education. As with any developing theory, its presentation contains statements that may contra…

Curriculum projects, learner agency and young people’s fullness of life Open

Carlo Raffo, Wolff‐Michael Roth, Robert W. Buck, Patsy Hodson · 2020

A recent article in this journal suggests that although learner agency is central to understanding young people's engagement with the curriculum, there is little exploration of such ideas in the field. In response, they argued for an Arche…

The resurgence of everyday experiences in school science learning activities Open

Anttoni Kervinen, Wolff‐Michael Roth, Kalle Juuti, Anna Uitto · 2020

Science education can be alienating for students, as it is apart from the mundane world with which they are familiar. Science education research has approached the gap between everyday understandings and science learning largely as a chall…

“How stupid can a person be?” – Students coping with authoritative dimensions of science lessons Open

Anttoni Kervinen, Wolff‐Michael Roth, Kalle Juuti, Anna Uitto · 2019

Theoretical Perspectives on Interdisciplinary Mathematics Education Open

Julian Williams, Wolff‐Michael Roth · 2019

In this chapter, we develop in broad strokes the concept and history of the 'disciplines', a prerequisite for understanding disciplinary and interdisciplinary activity, since activity is always mediated by the cultural artefacts history le…

Current Perspectives on Research Ethics in Qualitative Research Open

Wolff‐Michael Roth, Hella von Unger · 2018

In this article, we provide a brief introduction to the special issue on research ethics in qualitative research. We describe the general context within which our idea emerged to organize a special issue and present its design and, for pur…

A Transactional Approach to Research Ethics Open

Wolff‐Michael Roth · 2018

Constructivist (constructionist) epistemologies focus on ethics as a system of values in the mind—even when previously co-constructed in a social context—against which social agents compare the actions that they mentally plan before perfor…

Societal Mediation of Mathematical Cognition and Learning Open

Wolff‐Michael Roth · 2018

Cultural-historical activity theory, originally developed by A. N. Leontjew in the 1960s and 70s, has been experiencing a revival in Western scholarship over the past two decades. Whereas the analytical category "activity" was offered up a…

Translation and Its Consequences in Qualitative Social Research: On Distinguishing "the Social" from "the Societal" Open

Wolff‐Michael Roth · 2018

The translation of research texts between different languages is a possible impossible (ROTH, 2013). With translation come serious dangers for theorizing when words are translated into terms that do not cover the same conceptual field. Thi…

Interchangeable Positions in Interaction Sequences in Science Classrooms Open

Carol Rees, Wolff‐Michael Roth · 2017

Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students’ access to learning, including science learning. A large body of rese…

Topic Study Group No. 54: Semiotics in Mathematics Education Open

Norma Presmeg, Luis Radford, Gert Kadunz, Luis Puig, Wolff‐Michael Roth · 2017

The general aim of

Discourse/s in/of CSCW Open

Wolff‐Michael Roth, Josh Tenenberg, David Socha · 2016

Felix Mikhailov: a life devoted to the self-other, individual-society dialects Open

Wolff‐Michael Roth, Érika Germanos · 2016

* Doutor em Ciência e Tecnologia pela Universidade de Southern Mississippi, Hattiesburg. Professor da Lansdowne do Departamento de Ciências Cognitivas Aplicadas na Universidade de Victoria-BC, Canadá.** Doutora em Educação pela Universidad…

Introduction: What Is Semiotics and Why Is It Important for Mathematics Education? Open

Norma Presmeg, Luis Radford, Wolff‐Michael Roth, Gert Kadunz · 2016

Over the last three decades, semiotics has gained the attention of researchers interested in furthering the understanding of processes involved in the learning and teaching of mathematics

Semiotics in Mathematics Education Open

Norma Presmeg, Luis Radford, Wolff‐Michael Roth, Gert Kadunz · 2016

Interdisciplinary Mathematics Education: A State of the Art Open

Julian Williams, Wolff‐Michael Roth, David Swanson, Brian Doig, Susie Groves , et al. · 2016

This book provides an introductory reading of the State of the Art on Interdisciplinary Mathematics Education. It begins with an outline of the relevant historical, conceptual and theoretical backgrounds to this topic, what 'discipline' me…

A Summary of Results Open

Norma Presmeg, Luis Radford, Wolff‐Michael Roth, Gert Kadunz · 2016

Within the constraints of this Topical Survey, we have of necessity concentrated on the many theoretical constructs that are relevant to semiotics in mathematics education.

Judging Airline Pilots’ Performance With and Without an Assessment Model: A Comparison Study of the Scoring of Raters From Two Different Airlines Open

David E. Weber, Timothy J. Mavin, Wolff‐Michael Roth, Sidney Dekker · 2016

Various models have been suggested to assess the performance of airline pilots. However, the influence of a model on assessors’ scoring remains largely unexplored. The aim of the present study was to contrast the assessments of raters from…

Interdisciplinary Mathematics Education Open

Julian Williams, Wolff‐Michael Roth, David Swanson, Brian Doig, Susie Groves , et al. · 2016

Semiotics in Theory and Practice in Mathematics Education Open

Norma Presmeg, Luis Radford, Wolff‐Michael Roth, Gert Kadunz · 2016

Both Peirce and de Saussure developed theories dealing with signs and signification. Because these differ in a significant aspect—a three-fold relation in the case of the former, a two-fold relation in the case of the latter—Peirce's versi…

1002222.pdf Open

Julian Williams, Wolff‐Michael Roth, David Swanson, Brian Doig, Susie Groves , et al. · 2016

Through the eyes of the learner Open

Wolff‐Michael Roth · 2015

"δεν παρατίθεται περίληψη"

Heeding Wittgenstein on “Understanding” and “Meaning”: A Pragmatist and Concrete Human Psychological Approach in/for Education Open

Wolff‐Michael Roth · 2015

Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primit…

The role of soci(et)al relations in a technology-rich teaching | learning setting: The case of professional development of airline pilots Open

Wolff‐Michael Roth · 2015

Analyzing the Qualitative Data Analyst: A Naturalistic Investigation of Data Interpretation Open

Wolff‐Michael Roth · 2015

Much qualitative research involves the analysis of verbal data. Although the possibility to conduct qualitative research in a rigorous manner is sometimes contested in debates of qualitative/quantitative methods, there are scholarly commun…

Risk—A Fundamental Condition of Doing Mathematics Open

Wolff‐Michael Roth, Jean-François Maheux · 2015

The theme of this special issue is risk. But risk is not a common topic of investigation in mathematics education, lest it be an occasional interest in “at risk” students, generally defined as those who likely will fail at school. In this …

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