RE: [xmca] RER "Vygotsky's Neglected Legacy" June 2007 Issue

Eric

I wrote about CHAT and the maths curriculum/maths learning, recently published in two papers in Ed St in Maths, 2007, 64, (317-343) and (343-371). A lot of the papers we received for the 'identity' conference in Manchester next Sept are also from maths people.

In the second paper I also used cognitive linguistics: some such complementarity seems to be an increasingly common move, cf Harry Daniels complementing CHAT with Bernstein to understand discourse codes, Gordon Wells melding CHAT/Vygotsky with Halliday on dialogue, Dorothy Holland Vygotsky with Bakhtin and Bourdieu on narratives of identity, and Hasan sees Vygotsky and Bakhtin (and also Bernstein) in methodological need of her/Hallidays SFL in the analysis of discourse ... its become difficult to distinguish all these sociocultural threads, what belongs to CHAT and what is used to complement it.

Do you think this matters?

Julian

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On Behalf Of mroth
Sent: 05 June 2007 21:08
To: eXtended Mind, Culture, Activity
Cc: mcole@weber.ucsd.edu; eXtended Mind, Culture,Activity
Subject: Re: [xmca] RER "Vygotsky's Neglected Legacy" June 2007 Issue

Hi Eric, the problem may be yours, not one of CHAT. We have been using
CHAT in a number of publications specifically concerned with knowing and
learning science and mathematics, in and out of schools, and learning to
teach science, and about changes in educational structures to provide
resources for learning. With Angie Barton, I wrote "Re/thinking Scientific
Literacy," which extensively uses CHAT to show what and how children
learned science while doing research in/on a creek all the while
contributing actively to society. Michael
>
> I appreciate Wolff-Michael's and Lee's comprehensive summary of CHAT and
> CHAT's current influence on education. My criticism is not with the
> vignette posed nor how it is an example of how activity theory provides an
> opportunity for 'learning by expanding." However, I am struck with the
> same hurdle of thinking, "O.K. CHAT provides an explanatory model for how
> the individual/social dialectic expands but once again when I read an
> article about CHAT in the education domain it has to do with social
> sciences and not math/science." I too have been successful in using the
> CHAT model to improve social competencies but must admit fail miserably in
> providing a comprehensive mileu that will assist students in improving
> their ability to actively use math and science concepts.
>
> what do other's think?
> eric
>
>
>
> "Mike Cole"
> <lchcmike@gmail. To: "eXtended Mind,
> Culture, Activity" <xmca@weber.ucsd.edu>
> com> cc:
> Sent by: Subject: Re: [xmca] RER
> "Vygotsky's Neglected Legacy" June 2007 Issue
> xmca-bounces@web
> er.ucsd.edu
>
>
> 06/05/2007 11:46
> AM
> Please respond
> to mcole; Please
> respond to
> "eXtended Mind,
> Culture,
> Activity"
>
>
>
>
>
>
> Thank you Teresa.
> Xmca-ites may want to visit the web site Teresa posted because there is a
> not-pleasant, but
> not uninteresting controversy involving Vygotsky there as well.
> mike
>
> On 6/5/07, Hallam,Teresa A <thallam@uakron.edu> wrote:
>>
>> The Review of Educational Research has the W-M Roth article this month.
>> The article is attached and here is a link to the journal site. Sage is
>> offering free access this month.
>>
>> http://rer.aera.net
>>
>>
>> Teresa A. Hallam
>> thallam@uakron.edu
>> College of Education
>> University of Akron
>>
>>
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Received on Wed Jun 6 04:38 PDT 2007