The Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in
Mathematics Teaching and Learning presents a new educational theory in which learning is …

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 …

This chapter sketches a theory of teaching and learning that takes its inspiration from some
anthropological and historico-cultural schools of knowledge—the theory of knowledge …

The historical analysis of mathematics teaching at secondary level shows the succession in
time of different school paradigms. The present paper describes and tries to analyse a new …

We adopt a neo-Vygotskian view that a fully concrete scientific concept can only emerge
from engaging in practice with systems of theoretical concepts, such as when mathematics is …

Philosophical positions and epistemological theories related to mathematics, such as
logicism, formalism, constructivism, structuralism, empiricism, have always had a significant …

The nature of mathematical objects, their various types, the way in which they are formed,
and how they participate in mathematical activity are all questions of interest for philosophy …

" Since knowing produces knowledge, and not the other way around, this book shows how
everyone can be a producer rather than a consumer of mathematical knowledge …

This talk will centre on a number of inadequacies that beset mathematics education in
present-day societies. In the author's view, the basic obstacles lie in–or can be expressed in …

This chapter concerns issues of mathematical philosophy and pedagogy. The past few years
have seen attempts on the part of philosophers and mathematicians to reconceptualize and …