Algunos desafíos encontrados en la elaboración de la Teoría de la Objetivación
DOI:
https://doi.org/10.30827/pna.v12i2.6965Keywords:
Internalization, Joint work, Proximate development zone, Subjectivation, Theory of objectification, VygotskyAbstract
Downloads
References
Bakhtin, M. (1990). Art and answerability. Austin, TX: University of Texas Press. Bakhurst, D. y Fairfield, P. (2016). Education and conversation. Londres, Reino
Unido: Bloomsbury.
Bartolini-Bussi, M. (1991). Social interaction and mathematical knowledge. En F. Furinghetti (Ed.), Proceedings of the 15th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 1-16). Assisi, Italia: PME.
Boero, P., Pedemonte, B. y Robotti, E. (1997). Approaching theoretical knowledge through voices and echoes: A vygotskian perspective. En E. Pehkonen (Ed.), Proceedings of the 21th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 81-88). Lahti, Finlandia: PME.
Davydov, V. (1999a). What is real learning activity? En J. Lompscher y M. Hedegaard (Eds.), Learning activity and development (pp. 123-138). Aarhus, Dinamarca: Aarhus University Press.
Davydov, V. (1999b). A new approach to the interpretation of activity structure and content. En S. Chaiklin, M. Hedegaard y U. Jensen (Eds.), Activity theory and social practice (pp. 39-50). Aarhus, Dinamarca: Aarhus University Press.
D’Ambrosio, U. (1993). Etnomatemática. San Paulo, Brasil: Editora Ática.
D’Amore, B. y Radford, L. (2017). Enseñanza y aprendizaje de la matemática: problemas semióticos, epistemológicos y prácticos. Bogotá, Colombia: Universidad Distrital Francisco José de Caldas.
Ellerton, N. (1991). Classroom discourse and mathematics learning. En F. Furinghetti (Ed.), Proceedings of the 15th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 17-24). Assisi, Italia: PME.
Foucault, M. (1966). Les mots et les choses. Paris, Francia: Éditions Gallimard.
Freire, P. (2004). Pedagogy of indignation. Boulder, CO: Paradigm.
Glasersfeld von, E. (1995). Radical constructivism: A way of knowing and learning. Londres, Reino Unido: The Falmer Press.
Gutek, G. (1968). Pestalozzi and education. New York, NY: Random House.
Hegel, G. W. F. (1977). Hegel’s phenomenology of spirit. Oxford, Reino Unido: Oxford University Press (First edition, 1807).
Hegel, G. (1991). The encyclopaedia logic. Part I of the encyclopaedia of philosophical sciences. Cambridge, MA: Hackett Publishing Company, Inc.
Inwood, M. (1992). A hegel dictionary. Oxford, Reino Unido: Blackwell.
Lea, H. (1990). Spatial concepts in the kalahari. En T. Booker, P. Cobb y G. Mendicuti (Eds.), Proceedings of the 14th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 259-266). México DF, México: PME.
Leontiev, A. N. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice-Hall.
Lerman, S. (1992). The function of language in radical constructivism: A vygotskian perspective. En W. Geeslin y K. Graham (Eds.), Proceedings of the 16th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 40-47). New Hampshire, OH: PME.
Marx, K. (1998). The German ideology. New York, NY: Prometheus Books.
Oakeshott , M. (1991). Rationalism in politics and other essays. Indianapolis, IN: Liberty Fund.
Piaget, J. (1967). Études sociologiques. Ginebra, Suiza: Librairie Droz.
Piaget, J. (1970). Genetic epistemology. New York, NY: W. W. Norton.
Radford, L. (2010). The anthropological turn in mathematics education and its implication on the meaning of mathematical activity and classroom practice. Acta Didactica Universitatis Comenianae. Mathematics, 10, 103-120.
Radford, L. (2013). Three key concepts of the theory of objectification: Knowledge, knowing, and learning. Journal of Research in Mathematics Education, 2(1), 7-44.
doi: 10.4471/redimat.2013.19.
Radford, L. (2014a). On teachers and students: An ethical cultural-historical perspec tive. En P. Liljedahl, C. Nicol, S. Oesterle y D. Allan (Eds.), Proceedings of the joint meeting of PME 38 and PME-NA 36 (Vol. 1, pp. 1-20). Vancouver, Canadá: PME.
Radford, L. (2014b). De la teoría de la objetivación. Revista Latinoamericana de Etnomatemática, 7(2), 132-150.
Radford, L. (2015). Of love, frustration, and mathematics: A cultural-historical approach to emotions in mathematics teaching and learning. En B. Pepin y B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 25-49). Cham, Suiza: Springer. doi: 10.1007/978-3-319-06808-4_2
Radford, L. (2016a). The theory of objectification and its place among sociocultural research in mathematics education. International Journal for Research in Mathematics Education—RIPEM, 6(2), 187-206.
Radford, L. (2016b). On alienation in the mathematics classroom. International Journal of Educational Research, 79, 258-266. doi: 10.1007/s10649-017-9769-0
Radford, L. (2016c). Mathematics education as a matter of labor. En M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. Section: Mathematics education philosophy and theory. Ciudad de Singapur, Singapur: Springer. doi: 10.1007/978-981-287-532-7_518-1.
Radford, L. (2016d). Mathematics and mathematics classroom activity through the lens of a metaphor. En M. Iori (Ed.), La matematica e la sua didattica/ mathematics and mathematics education. In occasion of the 70 years of Bruno D’amore (pp. 439-446). Bolonia, Italia: Pitagora Editrice.
Radford, L. y Roth, W.-M. (2011). Intercorporeality and ethical commitment: An activity perspective on classroom interaction. Educational Studies in Mathematics, 77(2-3), 227-245. doi: 10.1007/s10649-010-9282-1
Sfard, A. (2008). Thinking as communicating. Cambridge, Reino Unido: Cambridge University Press.
Veresov, N. (1999). Undiscovered Vygotsky. Etudes on the pre-history of cultural- historical psychology. Frankfurt, Alemania: Peter Lang.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1998). Collected works (Vol. 5). New York, NY: Plenum Press. Vygotsky, L. S. (2001). Obras escogidas (Vol. 2). Madrid, España: Visor.