Bøger af Wolff-Michael Roth

Toward the end of his life, the Russian psychologist L.S. Vygotsky turned away from his earlier work that he has become famous for only to sow the seeds for a new theory.

This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined.

This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics.

Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social.

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object.

This book examines graphs and graphing in scientific discovery work, from the initial study to the publication of a journal article. It shows that the uncertainty of scientists about their research object is tied to uncertainty of the graphs being used.

This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.

Guided by concepts such as passion and undecidability, this book uses empirical studies and phenomenological analyses of knowing and learning science to argue that the 'constructivist metaphor' suppresses other modes of thinking about scientific learning.

This book offers a theoretical examination of the process of imagining science in education, describing the opposing concepts of epicization and novelization. The authors argue that novelization can help bring the working world of science alive for students.

This book describes and analyzes the ways that children aged one to five grapple with scientific concepts, and suggests ways in which pre-service and in-service teachers can be trained to support children's development in cultural and historical contexts.

Guiding questions include: 'What practices are required for reading inscriptions?' and 'Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?' The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.

I wanted to help teachers create science learning environments in which children took charge of their learning, where children learned from more competent others by participating with them in ongoing activities, and teachers were responsible for setting up and maintaining a classroom community rather than for dissem inating information.

This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science.