This chapter presents the results of a longitudinal investigation on the emergence of
symbolic algebraic thinking in young students in the context of sequence generalization. The …

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 …

The article deals with mathematical literacy in relation to mathematical knowledge and
mathematical problems, and presents the Slovenian project NA-MA POTI, which aims to …

In this paper, we provide an overall perspective on the teaching and learning of discrete
mathematics. Our aim is to highlight what research has been conducted in this area and to …

In this article I present some results from a 5-year longitudinal investigation with young
students about the genesis of embodied, non-symbolic algebraic thinking and its …

What could possibly be a meaningful conversation between educational researchers and
movement scientists? Curiously, they have much in common. Both groups of researchers …

Eighty years ago, LS Vygotsky complained that psychology was misled in studying thought
independent of emotion. This situation has not significantly changed, as most learning …

In this article, I introduce a typology of forms of algebraic thinking. In the first part, I argue that
the form and generality of algebraic thinking are characterised by the mathematical problem …

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 …

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 …