Luis Radford

Luis Radford's AcademicInfluence.com Rankings

Luis Radford

Mathematics

#2364

World Rank

#3679

Historical Rank

Measure Theory

#2534

World Rank

#3042

Historical Rank

mathematics Degrees

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Mathematics

Why Is Luis Radford Influential?

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According to Wikipedia, Luis Radford is professor at the School of Education Sciences at Laurentian University in Sudbury, Ontario, Canada. His research interests cover both theoretical and practical aspects of mathematics thinking, teaching, and learning. His current research draws on Lev Vygotsky's historical-cultural school of thought, as well as Evald Ilyenkov's epistemology, in a conceptual framework influenced by Emmanuel Levinas and Mikhail Bakhtin, leading to a non-utilitarian and a non-instrumentalist conception of the classroom and education.

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Luis Radford's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Gestures, Speech, and the Sprouting of Signs: A Semiotic-Cultural Approach to Students' Types of Generalization (2003) (455)
Signs and meanings in students' emergent algebraic thinking: A semiotic analysis (2000) (291)
Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings (2009) (269)
Iconicity and contraction: a semiotic investigation of forms of algebraic generalizations of patterns in different contexts (2008) (211)
The Ethics of Being and Knowing: Towards a Cultural Theory of Learning (2008) (193)
The Seen, the Spoken, and the Written: A Semiotic Approach to the Problem of Objectification of Mathematical Knowledge. (2002) (182)
Connecting theories in mathematics education: challenges and possibilities (2008) (177)
ALGEBRAIC THINKING AND THE GENERALIZATION OF PATTERNS: A SEMIOTIC PERSPECTIVE (2006) (166)
On Psychology, Historical Epistemology, and the Teaching of Mathematics: Towards a Socio Cultural History of Mathematics*l (1997) (149)
A Cultural-Historical Perspective on Mathematics Teaching and Learning (2011) (143)
The Anthropology of Meaning (2006) (126)
Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning (2013) (111)
Re/thinking the Zone of Proximal Development (Symmetrically) (2010) (108)
Perceiving the General: The Multisemiotic Dimension of Students' Algebraic Activity (2007) (107)
The Progressive Development of Early Embodied Algebraic Thinking (2014) (106)
Introduction: beyond words (2009) (95)
Algebraic thinking from a cultural semiotic perspective (2010) (95)
The Eye as a Theoretician: Seeing Structures in Generalizing Activities. (2010) (94)
Towards an embodied, cultural, and material conception of mathematics cognition (2014) (90)
Intercorporeality and ethical commitment: an activity perspective on classroom interaction (2011) (89)
Layers of generality and types of generalization in pattern activities (2010) (86)
Grade 2 Students’ Non-Symbolic Algebraic Thinking (2011) (82)
Semiotics in mathematics education : epistemology, history, classroom, and culture (2008) (76)
Education and the illusions of emancipation (2012) (75)
On the epistemological limits of language: Mathematical knowledge and social practice during the renaissance (2003) (67)
Calculators, Graphs, Gestures and the Production of Meaning. (2003) (64)
Syntax and Meaning as Sensuous, Visual, Historical forms of Algebraic Thinking (2007) (62)
On embodiment, artifacts, and signs: A semiotic-cultural perspective on mathematical thinking (2005) (53)
Historical Conceptual Developments and The Teaching of Mathematics: From Philogenesis and Ontogenesis Theory to Classroom Practice (2002) (52)
Culture and cognition: Towards an anthropology of mathematical thinking (2008) (52)
Working With Cultural-Historical Activity Theory (2012) (51)
“No! He starts walking backwards!”: interpreting motion graphs and the question of space, place and distance (2009) (48)
Early Algebraic Thinking: Epistemological, Semiotic, and Developmental Issues (2012) (47)
Of Love, Frustration, and Mathematics: A Cultural-Historical Approach to Emotions in Mathematics Teaching and Learning (2015) (44)
On the development of early algebraic thinking (2012) (44)
Philosophical, multicultural and interdisciplinary issues (2002) (43)
The Emergence of Symbolic Algebraic Thinking in Primary School (2018) (43)
On Signs and Representations A Cultural Account (1998) (40)
Historical formation and student understanding of mathematics (2002) (39)
The Historical Origins of Algebraic Thinking (2001) (37)
Elements of a Cultural Theory of Objectification 1 (2006) (36)
Some Reflections on Teaching Algebra through Generalization (1996) (35)
Struggling with variables, parameters, and indeterminate objects or how to go insane in mathematics (2005) (34)
A cultural historical perspective on teaching and learning (2011) (33)
Signifying and meaning-making in mathematical thinking, teaching, and learning (2011) (33)
Contrasts and oblique connections between historical conceptual developments and classroom learning in mathematics (2008) (32)
On the role of representations and artefacts in knowing and learning (2014) (30)
Methodological Aspects of the Theory of Objectification (2015) (28)
A reaction to Carraher et al.’s paper: “Can Young Students Operate on Unknowns?” (2002) (28)
Before the Other Unknowns Were Invented: Didactic Inquiries on the Methods and Problems of Mediaeval Italian Algebra. (1995) (28)
Synchronizing Gestures, Words and Actions in Pattern Generalizations. (2005) (28)
Introduction The topos of meaning or the encounter between past and present (2007) (28)
On semiotics and subjectivity: a response to Tony Brown’s “signifying ‘students’, ‘teachers’, and ‘mathematics’: a reading of a special issue” (2008) (27)
Semiotics in Mathematics Education (2016) (26)
The Question of Method in a Vygotskian Semiotic Approach (2015) (26)
Educational Studies in Mathematics (2011) (25)
Sensuous Cognition (2012) (25)
Sensuous Cognition (2012) (25)
Theories in Mathematics Education: A Brief Inquiry into their Conceptual Differences (2008) (24)
ON TEACHERS AND STUDENTS: AN ETHICAL CULTURAL-HISTORICAL PERSPECTIVE (2014) (22)
Body, Tool, and Symbol: Semiotic Reflections on Cognition (2005) (22)
Language in Mathematics Education Research (2016) (22)
Cerebro, cognición y matemáticas (2009) (21)
Signifying Relative Motion: Time, Space and the Semiotics of Cartesian Graphs (2009) (20)
The Sensual and the Conceptual: Artefact-Mediated Kinesthetic Actions and Semiotic Activity. (2004) (19)
The Semiotics of the Schema (2005) (19)
On the Cognitive, Epistemic, and Ontological Roles of Artifacts (2012) (18)
Book Review: Classroom Interaction: Why is it Good, Really? Baruch Schwarz, Tommy Dreyfus and Rina Hershkowitz (Eds.) (2009) Transformation of knowledge through classroom interaction (2011) (18)
SIGNS, GESTURES, MEANINGS: ALGEBRAIC THINKING FROM A CULTURAL SEMIOTIC PERSPECTIVE (2009) (18)
THE THEORY OF OBJECTIFICATION AND ITS PLACE AMONG SOCIOCULTURAL RESEARCH IN MATHEMATICS EDUCATION (2016) (17)
Rhythm and the grasping of the general (2006) (17)
On alienation in the mathematics classroom (2016) (17)
Why do gestures matter ? Gestures as semiotic means of objectification (2005) (16)
TOWARDS A CULTURAL THEORY OF LEARNING (2008) (16)
The Multimodal Material Mind: Embodiment in Mathematics Education (2017) (16)
The Theory of Objectification (2021) (15)
Summary of Results (2021) (14)
RELATIVE MOTION, GRAPHS AND THE HETEROGLOSSIC TRANSFORMATION OF MEANINGS: A SEMIOTIC ANALYSIS (2008) (14)
From Truth to Efficiency: Comments on Some Aspects of the Development of Mathematics Education (2004) (14)
On the relevance of Semiotics in Mathematics Education (2002) (13)
Perceiving the general: The semiotic symphony of students’ algebraic activities (2007) (11)
Diagrammatic thinking: Notes on Peirce’s semiotics and epistemology (2008) (10)
La Enseñanza de la Demostración: Aspectos Teóricos y Prácticos (1994) (10)
Davydov’s concept of the concept and its dialectical materialist background (2020) (9)
The Epistemological Foundations of the Theory of Objectification (2015) (8)
Introduction: The phenomenological, epistemological, and semiotic components of generalization (2015) (8)
Semiosis and Subjectification: The Classroom Constitution of Mathematical Subjects (2018) (8)
Perceiving with the eyes and with the hands (2013) (8)
THE CULTURAL-EPISTEMOLOGICAL CONDITIONS OF THE EMERGENCE OF ALGEBRAIC SYMBOLISM (2015) (8)
PERCEPTUAL SEMIOSIS AND THE MICROGENESIS OF ALGEBRAIC GENERALIZATIONS 1 (2005) (8)
SENSIBLE THINGS, ESSENCES, MATHEMATICAL OBJECTS, AND OTHER AMBIGUITIES 1 (2004) (7)
On the growth and transformation of mathematics education theories (2014) (6)
Rescuing Perception : Diagrams in Peirce ’ s theory of cognitive activity * (2003) (6)
Perceiving the General: The Multisemiotic Dimension of (2016) (6)
Writing reviews: perspectives from the editors of Educational Studies in Mathematics (2021) (6)
ON THEORIES IN MATHEMATICS EDUCATION AND THEIR CONCEPTUAL DIFFERENCES (2019) (5)
Re/Thinking the Zone of Proximal Development (2011) (5)
Alienation in mathematics education: a problem considered from neo-Vygotskian approaches (2017) (5)
On inferentialism (2017) (5)
Theories and Their Networking: A Heideggerian Commentary (2014) (4)
CERME7 Working Group 16: Different theoretical perspectives and approaches in research in mathematics education (2012) (4)
Semiotics in Theory and Practice in Mathematics Education (2016) (3)
Developing Target Second Language Skills Through Problem-Solving Activities in Mathematics 1 (1997) (3)
Reflections on History of Mathematics (2014) (3)
The epistemic, the cognitive, the human: a commentary on the mathematical working space approach (2016) (3)
Phenomenology, Praxis, and the Question of Mathematical Objects (2014) (3)
SEMIOTIC REFLECTIONS ON MEDIEVAL AND CONTEMPORARY GRAPHIC REPRESENTATIONS OF MOTION (2008) (3)
On Semiotics and Education (2013) (3)
Mathematics education theories : The question of their growth , connectivity , and affinity (2017) (3)
Brain, cognition and mathematics (2009) (2)
An introduction to multiple perspectives on Davydov’s approach in the XXI century (2021) (2)
Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics (2022) (2)
Commentary on the Chapter by Richard Barwell, “Heteroglossia in Multilingual Mathematics Classrooms” (2012) (2)
Reproduction and Transformation of Affect in Activity (2011) (2)
La razón desnaturalizada (1999) (2)
Introducing equations in early algebra (2022) (2)
Culture and cognition (2008) (2)
Didactique Goes Travelling: Its Actual and Potential Articulations with Other Traditions of Research on the Learning and Teaching of Mathematics (2016) (2)
Introduction: What Is Semiotics and Why Is It Important for Mathematics Education? (2016) (2)
A dialogue between two theoretical perspectives on languages and resource use in mathematics teaching and learning (2023) (1)
Play and the Production of Subjectivities in Preschool (2020) (1)
On Teaching and Learning Mathematics from a Cultural-Historical Perspective (2018) (1)
The Progressive Development of Early Embodied Algebraic Thinking (2013) (1)
Solving equations : Gestures, (un)allowable hints, and the unsayable matter (2015) (1)
A Plea for a Critical Transformative Philosophy of Mathematics Education (2018) (1)
Networking of theories in mathematics education (Research Forum) (2010) (1)
On the Development of Early Algebraic Thinking. 'Sobre el desarrollo del pensamiento algebraico temprano' (2012) (1)
Father Padilla's Arithmetica practica (1732) in its cultural colonial Guatemalan context (2016) (1)
History of mathematics in the context of mathematics teachers’ education: a dialogical/ethical perspective (2022) (1)
CURRENT REPORT CERME7 Working Group 16: Different theoretical perspectives and approaches in research in mathematics education (2012) (0)
On inferentialism (2017) (0)
From Subjectification to Personality (2011) (0)
Toward A Cultural-Historical Science of Mathematical Learning (2011) (0)
Organización lógica de enunciados en una demostración (1990) (0)
Developmental Possibilities in/from Activity (2011) (0)
Learning as Objectification (2011) (0)
Chapter 5 Historical formation and student understanding of mathematics (2005) (0)
An Overview of the Theory of Objectification (2021) (0)
Notes on Peirce's semiotics and epistemology. 'Notas sobre la semiótica y la epistemología de Peirce' (2008) (0)
Alienation in mathematics education: a problem considered from neo-Vygotskian approaches (2017) (0)
Chapter 7 Reflections on History of Mathematics History of Mathematics and Mathematics Education (2013) (0)
Topic Study Group No. 54: Semiotics in Mathematics Education (2017) (0)
WORKING GROUP 6 Algebraic thinking (2005) (0)
Teorije u matematičkom obrazovanju: Jedna kratka studija o njihovim konceptualnim razlikama 2 (2009) (0)
The epistemic, the cognitive, the human: a commentary on the mathematical working space approach (2016) (0)
Towards an embodied, cultural, and material conception of mathematics cognition (2014) (0)
On the role of representations and artefacts in knowing and learning (2013) (0)
Correction: Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics (2022) (0)
The Dual Nature of the Object/Motive (2011) (0)
SEMIOTIC PERSPECTIVES ON THE TEACHING AND LEARNING OF MATHEMATICS SERIES Volume 2 Series Editors (2011) (0)
A concrete understanding of reality cannot be attained without a historical approach to it. Ilyenkov, 1982, p. 212. (2007) (0)
Networking of Theories as a Research Practice in Mathematics Education (2017) (0)
The Limits of Sense and Reason : The Kantian Doubt (0)
V. V. Davydov : Philosophy, influences, and educational ideas (2017) (0)
Essay/Review: Vita Mathematica (2004) (0)
Education and the illusions of emancipation (2012) (0)
Processes of Subjectification (2021) (0)
ON DIALECTICAL RELATIONSHIPS BETWEEN SIGNS AND ALGEBRAIC IDEAS' (2015) (0)
Toward a Science of the Subject (2011) (0)

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Other Resources About Luis Radford

en.wikipedia.org

What Schools Are Affiliated With Luis Radford?

Luis Radford is affiliated with the following schools:

Laurentian University