Wolff-Michael Roth
  Lansdowne Professor, Applied Cognitive Science, University of Victoria
  Griffith Institute of Educational Research, Griffith University

 

 

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co/editor of

.FQS: Forum Qualitative Social Research

2 book series: .SENSE: science & math
.SENSE: culture & history

contact address

 

Wolff-Michael Roth
MacLaurin Building A567
University of Victoria
Victoria, BC
V8P 5C2
mroth@uvic.ca

 

favorite sites

  .Jay Lemke
  .Jean_François Maheux

  .Damien Vervust

 

 

 

 

 

 

 

main page
update: 17-05-14

Learning of ecology is related to ecology of learning (ORD 2012)

 

 

Photo Series
- Stunning Australia
- Australia - Sylvie's selection
- A trip to Vietnam
- Sylvie's Italy selection

Clouded night
I am your eyes, stars
twinkling, inside-outside
the fog, transcending

Where there are no words
Space and time dissolved
Being is
The experience of unity

Released by the moon
I am taking the road
of the evening sun.

Over infinite snow fields
The white deer, the owl is calling
Day and night together
And from now
They will be one.
From the collection 'Transcendence' (1979-80)

 

 

 Accomplishments

There is a feature on and tribute (in English, in Polish) to my work in the 2013/1 issue of Avant, a journal of the "philosophical-interdisciplinary vanguard"
   I was research fellow at the Institut français de l'éducation, part of the École Nationale Supérieure, Lyon, France. (April 2013). (From the Ifé Bulletin)
   I am recipient of an Honorary Doctorate from the University of Ioannina, Greece (May 2011). (The newspaper article reporting the conferral.)



 impact on the field

h-index: 70 (Google, May 15, 2014); 34 (ISI WoS, December 31, 2013)
g-index: 103 (Google, December 31, 2013)
Citations: 17,176 (Google, May 17, 2014); 4,944 (ISI WoS, December 31, 2013)

Most cited works (May 17, 2014):
521 Authentic school science (book)
457 Vygotsky's neglected legacy (Rev Educ Res)
279 Physics students' epistemologies (J Res Sci Teach)
268 Rethinking scientific literacy (book)
247 Designing communities (book)
246 Inscriptions: Toward a theory (Rev Educ Res)
235 The development of science process skills (J Res Sci Teach)
227 Science education as/for participation in the community (Sci Educ)
224 Knowing and interacting (Cog & Ins)

The latest citation numbers can be found on my Google Scholar page.

 

 information about my books 2011–2014

 

(A complete listing of books can be found here)

Wolff-Michael ROTH, Curriculum*-in-the-Making: A Post-Constructivist Perspective (New York, NY: Peter Lang, 2014).

The book theorizes about the living curriculum as an event that is in the making, and, because unfinished, cannot be known as an object and therefore remains indeterminate. This changes the ways in which subject, ethics, and the learning paradox have to be thought: including the subject as patient.

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Wolff-Michael ROTH, Uncertainty and Graphing in Discovery Work: Implications for and Applications in STEM Education (Dordrecht, The Netherlands: Springer, 2014).

The first part provides a detailed ethnographic account of the work in an experimental biology laboratory; the second part draws implications for rethinking STEM education with practical examples of how to re/organize curriculum.

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Wolff-Michael ROTH, Meaning and Mental Representation: A Pragmatic Approach (Rotterdam, The Netherlands: Sense Publishers, 2013).

In this book, two key concepts in constructivist theory are reworked and rethought from a pragmatic perspective. (For a preview go here.)

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Wolff-Michael ROTH, What more in/for Science Education: An Ethnomethodological Perspective (Rotterdam, The Netherlands: Sense Publishers, 2013).

An ethnomethodological inquiry into learning in open-inquiry science classrooms with a particular attention to the in situ, occasioned production of societal order. (For a preview go here.)

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Michiel van EIJCK, Wolff-Michael ROTH, Imagination of Science in Education (Dordrecht, The Netherlands: Springer, 2013).

A broad analysis of how science is constructed in mythical form in and for the purpose of science education.

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Wolff-Michael ROTH, Maria Inez Mafra GOULART, Katerina PLAKITSI, Science Education During Early Childhood (Dordrecht, The Netherlands: Springer, 2013).

We develop a cultural-historical perspective on science during the early years of child development, with examples from the ages of 1-5 and with descriptions of teacher education programs.

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Swaona MUKHOPADHYAY, Wolff-Michael ROTH (Eds.), Alternative forms of Knowing (in) Mathematics: Celebrations of Diversity of Mathematical Practices (Rotterdam, The Netherlands: Sense Publishers, 2012).

The main thrusts is to contemplate the fundamental question of whose mathematics is to be valorized in a multicultural world, a world in which, as Paolo Freire said, "The intellectual activity of those without power is always characterized as non-intellectual."

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Wolff-Michael ROTH, First-Person Method: For a Rigorous Approach to the Study of Living / Lived Experience (Rotterdam, The Netherlands: Sense Publishers, 2012).

I outline a method for studying knowing and learning through the rigorous analysis of first-person experience that overcomes the fallacies of "interpretation" and "hermeneutics."

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Wolff-Michael ROTH, Passibility: At the Limits of the Constructivist Metaphor (Dordrecht, The Netherlands: Springer, 2011).

This book presents a great range of cases of knowing and learning to which the constructivist metaphor does not have an answer and, therefore, which it cannot theorize inherently. (order here)

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Wolff-Michael ROTH, Geometry as Objective Science in Elementary School Classrooms: Mathematics in the Flesh (New York: Routledge, 2011).

This study examines the origins of geometry in and out of the intuitively given everyday lifeworlds of children in a second-grade mathematics class. (order here)

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Wolff-Michael ROTH and Luis RADFORD, A Cultural Historical Perspective on Mathematics Teaching and Learning (Rotterdam: Sense Publishers, 2011).

In this book we present a cultural-historical analysis of learning and teaching in mathematics using fourth-grade algebra as an exemplary case. (order here)

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SungWon HWANG and Wolff-Michael ROTH, Scientific & Mathematical Bodies: The Interface of Culture and Mind (Rotterdam: Sense Publishers, 2011).

In this book we present a theory of learning in which the living body, which phenomenological philosopher refer to as the flesh, plays the central role because its senses allows it to make sense.

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update: 29-SEP-14

 

new work (2012-14)

- Limits to general expertise
- Experiencing (pereživanie) as developmental category
- On variability in data
- The Emerging Presence
- Vygotsky, Bakhtin, Vološinov
- Theory-practice at work
- Fuzzy Logic
- Theory of Experience
- Online media learning
- Birth of intentions
- Event-in-the-making*
- Post-constructivist ethics
- Pregnance of bodily movement
- Health—personalized science
- Sociocultural perspectives
- Lectures then and now
- Situated cognition
- "I am a Pibidiana"
- Translation—the possible impossible
- Societal mediation of mathematical cognition
- Origin of signs
- Development of concepts
- ZPD symmetrically

making trouble

- What more?
- More reflexivity
- «Mosh»
- Science hegemony
- On editing . . .
- Ethics as social practice
- Political ethics, unethical politics
- Vagaries and politics of funding 1
- Vagaries and politics of funding 2
- Editorial power/authorial suffering

preprints

- Radical passivity
- On responsibility . . .
- Identity & Community
- Mêlée & literacy
- ZPD
- Dynamic of life
- Solidarity
- Education and diversity of life
- Living/Lived Math
- Representing mathematical performance
- Indeterminate evolutionary change of language
- Psychology from 1st principles

Science studies
- Struggle over water 2
- Struggle over water 1
- Science and the good citizen
Scientific literacy
- Allgemeinbildung: Readiness for living in risk society
- Citizenship and science education
Gesture studies
- Gestures: The leading edge of literacy...
Workplace math
- The meaning of meaning...
- The emergence of graphing...