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Luis Radford

28 works· latest 2024· 2 institutionscluster: provisionalORCID 0000-0001-6062-0605

Works

28 shown

Sensed Objects, Sensing Subjects

BRILL eBooks·2024·1 author·chapter

1citations

The Theory of Objectification

BRILL eBooks·2020·1 author·book

68citations

The Emergence of Symbolic Algebraic Thinking in Primary School

ICME-13 monographs·2017·1 author·chapter

123citations

Algebraic thinking and the generalization of patterns: a semiotic perspective

·2015·1 author

148citations

The Question of Method in a Vygotskian Semiotic Approach

Advances in mathematics education·2014·2 authors·chapter

52citations

Towards an embodied, cultural, and material conception of mathematics cognition

ZDM·2014·1 author

104citations

The Progressive Development of Early Embodied Algebraic Thinking

Mathematics Education Research Journal·2013·1 author

170citations

Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning

Journal of Research in Mathematics Education·2013·1 author·Open access

119citations

Working With Cultural-Historical Activity Theory

Forum qualitative Sozialforschung·2012·3 authors·Open access

47citations

Education and the illusions of emancipation

Educational Studies in Mathematics·2012·1 author

85citations

Grade 2 Students’ Non-Symbolic Algebraic Thinking

Advances in mathematics education·2011·1 author·chapter

94citations

Toward A Cultural-Historical Science of Mathematical Learning

SensePublishers eBooks·2011·2 authors·chapter

2citations

Intercorporeality and ethical commitment: an activity perspective on classroom interaction

Educational Studies in Mathematics·2010·2 authors

88citations

Re/thinking the Zone of Proximal Development (Symmetrically)

Mind Culture and Activity·2010·2 authors·editorial

94citations

Algebraic thinking from a cultural semiotic perspective

Research in Mathematics Education·2010·1 author

114citations

Layers of generality and types of generalization in pattern activities

PNA·2010·1 author·Open access

115citations

The Eye as a Theoretician: Seeing Structures in Generalizing Activities.

for the learning of mathematics·2010·1 author

98citations

Introduction: beyond words

Educational Studies in Mathematics·2008·3 authors·Open access

125citations

Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings

Educational Studies in Mathematics·2008·1 author

293citations

Connecting theories in mathematics education: challenges and possibilities

ZDM·2008·1 author

220citations

The Ethics of Being and Knowing: Towards a Cultural Theory of Learning

BRILL eBooks·2008·1 author·chapter

184citations

TOWARDS A CULTURAL THEORY OF LEARNING

·2008·1 author

15citations

Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts

ZDM·2007·1 author

215citations

Perceiving the General: The Multisemiotic Dimension of Students' Algebraic Activity

Journal for Research in Mathematics Education·2007·3 authors

89citations

Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization

Mathematical Thinking and Learning·2003·1 author

444citations

The Seen, the Spoken, and the Written: A Semiotic Approach to the Problem of Objectification of Mathematical Knowledge.

for the learning of mathematics·2002·1 author

144citations

Signs and meanings in students' emergent algebraic thinking: A semiotic analysis

Educational Studies in Mathematics·2000·1 author

255citations

On Signs and Representations A Cultural Account

Scientia Paedagogica Experimentalis·1998·1 author

36citations