Bøker av Wolff-Michael Roth

This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined.

This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics.

Curriculum*-in-the-Making theorizes about the living curriculum as an event that is in the making, for the enacted curriculum is something finished, which, only as an object, can be compared to another object.

This book is about the fundamental nature of talk in school science. Wolff-Michael Roth articulates a view of language that differs from the way science educators generally think about it. While writing science is one aspect of language in science, talking science may in fact constitute a much more important means by which we navigate and know the world-the very medium through which we do science.

This book offers a theoretical examination of the process of imagining science in education, describing the opposing concepts of epicization and novelization. The authors argue that novelization can help bring the working world of science alive for students.

This book describes and analyzes the ways that children aged one to five grapple with scientific concepts, and suggests ways in which pre-service and in-service teachers can be trained to support children's development in cultural and historical contexts.

Guided by concepts such as passion and undecidability, this book uses empirical studies and phenomenological analyses of knowing and learning science to argue that the 'constructivist metaphor' suppresses other modes of thinking about scientific learning.