Whereas emerging technologies, such as touchscreen tablets, are bringing sensorimotor
interaction back into mathematics learning activities, existing educational theory is not …

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 …

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 …

How do instructors guide students to discover mathematical content? Are current
explanatory models of pedagogical practice suitable to capture pragmatic essentials of …

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 …

Recent developments in cognitive and educational science highlight the role of the body in
learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for …

This second edition of the Handbook of International Research in Mathematics Education is
intended for those interested in international developments and future directions in …

In this paper I sketch an embodied, cultural, and material conception of cognition and
discuss some of the implications for mathematics education. This approach, which I term …

Vygotsky conceptualized the teaching/learning process as inherently collaborative. We
extend prior evaluations of this claim by enlisting eye-tacking instruments to monitor the …

In this article, I focus on the methodology of a specific theory of teaching and learning: the
theory of objectification. Inspired by dialectical materialism and Vygotsky's psychology, the …