Play and the Production of Subjectivities in Preschool

Radford, Luis

doi:10.1007/978-3-030-34776-5_3

Cited by 6 publications

(15 citation statements)

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“…Es así como, adoptando una postura dialéctico materialista, los estudiantes y el profesor son entidades en movimiento, en constante devenir. De esta manera, a través de su participación en una actividad propiciada por el juego, estos individuos se incorporan en la instancia social dentro de las posibilidades que le ofrece la cultura de la clase determinando su dimensión agentiva (Radford, 2020b).…”

Section: Sobre El Juegounclassified

Análisis multimodal de una actividad sobre probabilidad con estudiantes de primaria

González

Vergel

2023

REVIEM

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Este artículo muestra el análisis de una actividad sobre probabilidad con estudiantes de tercer grado de educación primaria. Tomando como referencia los constructos teórico–metodológicos provenientes de la Teoría de la Objetivación, este estudio exploratorio –que hace parte de una investigación doctoral en curso– muestra, desde un análisis multimodal de la cognición humana, que las formas de acción y reflexión en relación con eventos no deterministas van apareciendo en la actividad matemática entre los estudiantes y el profesor, materializadas en palabras, gestos, movimiento corpóreo, entre otros medios semióticos de objetivación (MSO). De especial relevancia es el resultado según el cual a través de y con los MSO los estudiantes piensan y comunican tanto la comparación cualitativa de la posibilidad de ocurrencia de eventos como la variación de los resultados en que interviene el azar. Dicho resultado confirma que el saber probabilístico no es algo que se construye o que se posee, más bien el saber probabilístico es algo que ya está en la cultura y que, a través de la actividad con otros, los sujetos lo van encontrando (o no).

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Section: Sobre El Juegounclassified

Análisis multimodal de una actividad sobre probabilidad con estudiantes de primaria

González

Vergel

2023

REVIEM

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“…The Theory of Objectification can be set into the strand of embodied cognition in mathematics-for an overview we refer the reader to Radford et al [41]. Radford [7,12], resorting to a dialectic materialistic stance, conceives embodiment as a sensuous cognition, that is, a multimodal sentient form of responding to the world sprouting from cultural and historical activity. Cultural and historical activity intertwines, in sensuous cognition, senses, feelings, materiality, and the conceptual realm.…”

Section: Transmissive Progressive and Socio-cultural Approaches In Mathematics Educationmentioning

confidence: 99%

“…We believe inclusion is a viable path to overcome the risks of mathematics teaching and learning pinpointed by Paul Ernest and contribute to the critical and transformative philosophy advocated by Luis Radford. In order to make the encounter between Mathematics Education and Inclusive Education fruitful in addressing the issues we mentioned above, it is necessary to go beyond the idea of inclusion as a practice devoted to a specific individual with sociocultural disadvantages or some kind of physical, intellectual or sensorial impairment. In our view, inclusive education should not work to restore a so-called condition of normality; instead, promote the construction of subjectivities in that they react agentically [12] to the cultural-historical environment according to their needs, potentials and difficulties. In the next sections, we will delve into a broad understanding of inclusion that considers the peculiarities of all students, that is termed differentiation [13].…”

Section: Introductionmentioning

confidence: 99%

“…We described objectification in the previous paragraphs. Subjectification [12], the counterpart of objectification, is related to the production of subjectivities as they engage in the reflexive mediated activity. If objectification pertains to the process of knowing, subjectification pertains to the process of becoming, that is, the changes and development of the individual.…”

mentioning

confidence: 99%

“…The Theory of Objectification outlines a dialectical co-production between individuals and their cultural and historical reality. Radford [12] (p. 43) conceives the individual as: "[...] an entity in flux, in perpetual becoming-an entity who, through practical activity (like play) is continuously inscribing herself in the social world and, in doing so, she is continuously produced and co-producing herself within the limits and possibilities of her culture. "…”

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confidence: 99%

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Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach

et al. 2021

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In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dialogue between theory and practice, whose outcome is a teaching and learning model for inclusion in mathematics. The construction of the teaching and learning model moves along two complementary paths: (1) concerning the theoretical point of view, we implemented connecting theory strategies to network Open Education and the Theory of Objectification; (2) concerning the methodological point of view, we implemented Educational Design Research. The new teaching–learning model is the result of theoretical and methodological validation in real contexts according to an interdisciplinary approach. This study shows the strengths of interdisciplinary research for the pursuit of inclusive mathematics and high standards of learning.

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Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study

Nakawa

Uegatani

Otani

et al. 2023

Early Childhood Educ J

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The objective of this case study was to identify the role of finger gestures in learning mathematics informally during play, especially in sociocultural settings. A mathematical activity involving addition was qualitatively analyzed at a Japanese preschool. We explored how the process of subjectification and objectification contributed to a mathematical activity at a Japanese preschool and how the role of preschoolers’ finger gestures changed during the process of learning mathematics. We utilized Radford’s theoretical construct of joint labor and analyzed Japanese preschool children’s mathematical behaviors from a sociocultural perspective. The subjects were 15 Japanese preschool children and their teacher. We relied on both Radford’s methodology and a microgenetic approach for the analysis. We found that subjectification and objectification proceeded in the scene of the conversations regarding addition; observing joint labor in a classroom activity offered valuable insights into these processes. In the activity, the children actively extended their practice of posing and answering quizzes, and learned how to resolve a conflict with the support of the teacher. Secondly, although the role of finger gestures was originally used to obtain correct answers to quizzes, it was reconstructed to solve the conflict between the children through the teacher’s mediation. This showed that, even in an environment where children implicitly learn mathematics, they learn from one another, including the teacher, and that gestures in mathematical communications function well for developing mathematical thinking and skills.

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Play and the Production of Subjectivities in Preschool

Cited by 6 publications

References 13 publications

Análisis multimodal de una actividad sobre probabilidad con estudiantes de primaria

Análisis multimodal de una actividad sobre probabilidad con estudiantes de primaria

Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach

Young Japanese Children’s Subjectification and Objectification Through the Lens of Joint Labor in a Mathematical Activity at a Preschool: A Case Study

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