| Gestures, speech, and the sprouting of signs: A semiotic-cultural approach to students' types of generalization L Radford Mathematical thinking and learning 5 (1), 37-70, 2003 | 871 | 2003 |
| Signs and meanings in students' emergent algebraic thinking: A semiotic analysis L Radford Educational studies in mathematics 42, 237-268, 2000 | 540 | 2000 |
| Algebraic thinking and the generalization of patterns: A semiotic perspective L Radford, CS Peirce Proceedings of the 28th conference of the international group for the …, 2006 | 474 | 2006 |
| Why do gestures matter? Sensuous cognition and the palpability of mathematical meanings L Radford Educational studies in mathematics 70, 111-126, 2009 | 442 | 2009 |
| Iconicity and contraction: A semiotic investigation of forms of algebraic generalizations of patterns in different contexts L Radford Zdm 40 (1), 83-96, 2008 | 398 | 2008 |
| The ethics of being and knowing: Towards a cultural theory of learning L Radford Semiotics in mathematics education, 215-234, 2008 | 379 | 2008 |
| The seen, the spoken and the written: A semiotic approach to the problem of objectification of mathematical knowledge L Radford For the learning of mathematics 22 (2), 14-23, 2002 | 377 | 2002 |
| Elementos de una teoría cultural de la objetivación L Radford Revista Latinoamericana de Investigación en Matemática Educativa RELIME 9 …, 2006 | 373 | 2006 |
| On psychology, historical epistemology, and the teaching of mathematics: Towards a socio-cultural history of mathematics L Radford For the learning of mathematics 17 (1), 26-33, 1997 | 367 | 1997 |
| A cultural-historical perspective on mathematics teaching and learning WM Roth, L Radford Springer science & business media, 2011 | 326 | 2011 |
| Layers of generality and types of generalization in pattern activities L Radford PNA. Revista de Investigación en Didáctica de la Matemática 4 (2), 37-62, 2010 | 307 | 2010 |
| Algebraic thinking from a cultural semiotic perspective L Radford Research in Mathematics Education 12 (1), 1-19, 2010 | 304 | 2010 |
| Connecting theories in mathematics education: Challenges and possibilities L Radford ZDM 40 (2), 317-327, 2008 | 290 | 2008 |
| The progressive development of early embodied algebraic thinking L Radford Mathematics Education Research Journal 26, 257-277, 2014 | 269 | 2014 |
| Three key concepts of the theory of objectification: Knowledge, knowing, and learning L Radford Journal of research in mathematics education 2 (1), 7-44, 2013 | 248 | 2013 |
| De la teoría de la objetivación L Radford Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la …, 2014 | 231 | 2014 |
| Grade 2 students’ non-symbolic algebraic thinking L Radford Early algebraization: A global dialogue from multiple perspectives, 303-322, 2011 | 226 | 2011 |
| Introduction: beyond words L Radford, L Edwards, F Arzarello Educational studies in mathematics 70, 91-95, 2009 | 212 | 2009 |
| The Anthropology of Meaning: Some have concluded that, if meaning is negotiable, then it is no longer of any use in explaining the way we understand one another.(Eco, 1999, p. 271) L Radford Educational Studies in Mathematics 61, 39-65, 2006 | 206 | 2006 |
| The eye as a theoretician: Seeing structures in generalizing activities L Radford For the learning of mathematics 30 (2), 2-7, 2010 | 195 | 2010 |
Wolff-Michael RothLansdowne Professor of Applied Cognitive Science Emeritus, University of VictoriaVerified email at uvic.ca
