Dewey, J. (2008). The later works vol. 10: Art as experience. Carbondale: Southern Illinois University Press. (First published in 1934).

Fogassi, L., Ferrari, P. F., Gesierich, B., Rozzi, S., Chersi, F., & Rizzolatti, G. (2005). Parietal lobe: From action organization to intention understanding. Science, 308, 662-667.

Garfinkel, H., & Sacks, H. (1986). On formal structures of practical action. In H. Garfinkel (Ed.), Ethnomethodological studies of work (pp. 160-193). London: Routledge & Kegan Paul. Jornet, A. (2014). The bodily and contextualfoundations ofconceptual coherence and continuity: Case studies from the teaching and learning of science inquiry. Oslo: Akademika Publishing. Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture, and Activity, 3, 149-164.

Marx, K., & Engels, F. (1962). Werke Band 23 [Works vol. 23]. Berlin: Dietz.

Marx, K., & Engels, F. (1978). Werke Band3 [Works vol. 3]. Berlin: Dietz.

Maturana, H. R., & Varela, F. J. (1980). Autopoiesis and cognition. The realization of the living. Dordrecht: Reidel.

Mikhailov, F. T. (2006). Problems of the method of cultural-historical psychology. Journal of Russian and East European Psychology, 44(1), 21-54.

Ministry of Education-British Columbia. (MoE-BC.). (2007). Mathematics grade 7: Integrated resource package 2007. Victoria: Author.

Rorty, R. (1989). Contingency, irony, and solidarity. Cambridge: Cambridge University Press.

Roth, W.-M. (2009). Radical uncertainty in scientific discovery work. Science, Technology & Human Values, 34, 313-336.

Roth, W.-M., & Maheux, J.-F. (2015). The visible and the invisible: Mathematics as revelation. Educational Studies in Mathematics, 88, 221-238.

Roth, W.-M., & Radford, L. (2011). A cultural-historical perspective on mathematics teaching and learning. Rotterdam: Sense Publishers.

Roth, W.-M., & Walshaw, M. A. (2015). Rethinking affect in education from a societal-historical perspective: The case of mathematics anxiety. Mind, Culture, and Activity, 22, 217-232.

Sprensen, K. H., & Levold, N. (1992). Tacit networks, heterogeneous engineers, and embodied technology. Science, Technology & Human Values, 17, 13-35.

Sternberg, R., & Williams, W. M. (2010). Educational psychology (2nd ed.). Boston: Merrill.

Suchman, L. (2007). Human-machine reconfigurations: Plans and situated actions (2nd ed.). Cambridge: Cambridge University Press.

Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338-354). Oxford: Blackwell.

Vygotsky, L. S. (1997a). The collected works ofL. S. Vygotsky vol. 3: Problems ofthe theory and history of psychology. New York: Plenum.

Vygotsky, L. S. (1997b). The collected works ofL. S. Vygotsky, vol. 4: The history ofthe development of higher mental functions. New York: Springer.

Vygotsky, L. S. (2010). Two fragments of personal notes by L. S. Vygotsky from the Vygotsky family archive. Journal of Russian and East European Psychology, 48(1), 91-96.

Waldenfels, B. (2006). Grundmotive einer Phanomenologie des Fremden [Fundamental motives of a phenomenology of the alien]. Frankfurt: Suhrkamp.

Yarbus, A. L. (1967). Eye movement and vision. New York: Plenum.

Zavershneva, E. I. (2010). The Vygotsky family archive: New findings. Journal of Russian and East European Psychology, 48(1), 34-60.

< Prev   CONTENTS   Source   Next >