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Extra resources for Alternative Theoretical Frameworks for Mathematics Education Research: Theory Meets Data
S. (1981). The genesis of higher order mental functions. In J. V. ), The concept of activity in Soviet psychology (pp. 147–188). Armonk, NY: Sharpe. S. (1997a/1926). Educational psychology (R. V. ). Boca Raton, FL: St. Lucie. S. (1997b/1926). The historical meaning of the crisis of psychology: A methodological investigation (R. ). In R. W. ), The collected works of L. S. Vygotsky, vol. 3, Problems of the theory and history of Psychology (pp. 233–343). New York, NY: Plenum. S. (1994). The problem of the environment.
This is not to suggest that Foucault was totally reluctant to construct general theories and methods, but their constructions were always ancillary to the strategic requirements of the particular challenge at hand. They were ‘temporary scaffoldings, erected for a speciﬁc purpose’ (Gutting, 2005, p. 16). Hoy (1986) has added: ‛…as he moves from one topic to another…his purposes and methods seem to change. So there may not be a single “Foucault” to cope with’ (p. 2). It is in this sense that his work might be read as inconsistent, never developing a theory or a method that could be seen as an instrument of intellectual progress.
Cobb, P. (1989). Experiential, cognitive, and anthropological perspectives in mathematics education. For the Learning of Mathematics, 9(2), 32–43. Colapietro, V. M. (1993). Glossary of semiosis. New York, NY: Paragon House. Crawford, K. (1985). Review of Wertsch (1981). Educational Studies in Mathematics, 16(4), 431–433. , & Wertsch, J. V. ). (2007). The Cambridge companion to Vygotsky. Cambridge: Cambridge University Press. Davydov, V. , & Radzikhovskii, L. A. (1985). Vygotsky’s theory and the activity-oriented approach in psychology.