Elaborating the Later Vygotsky's Radical Initiative on the Nature and Function of Language: Implications for Mathematics Education

Autor/in	Roth, Wolff-Michael
Titel	Elaborating the Later Vygotsky's Radical Initiative on the Nature and Function of Language: Implications for Mathematics Education
Quelle	In: ZDM: The International Journal on Mathematics Education, 50 (2018) 6, S.975-986 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roth, Wolff-Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0912-x
Schlagwörter	Language Role; Mathematics Education; Educational Theories; Graphs; Semantics + Suchen Sie Ihr Suchwort? Mathematische Bildung; Educational theory; Theory of education; Bildungstheorie; Grafische Darstellung; Semantik
Abstract	Scholars interested in the function of language in mathematical learning often draw on Vygotsky, whose early work on word meaning has shaped many research studies. However, near the end of a rather short life, Vygotsky heavily critiqued his own previous work and began to sketch a radical theory revision, which overturns much of what he had done and is famous for. The purpose of the present study is to elaborate a possible avenue of such a theoretical revision. This study develops the new theory in the course of an exemplary analysis. The data derive from a scientific laboratory, where three scientists discuss a graph as it evolves in real time before their eyes and as a result of transformations designed to recover the real signal from the noise that is apparently present. Implications of the emerging theory for mathematics education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01