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




 .main page

 .publication list
 .cv details

 .students & postdocs


 .ongoing research

   .MA, PhD
   .EDCI681 (Win 16) des
   .EDCI681 (Win 16) out

 .other pursuits
   .bee project
   .photo of month


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


favorite sites

  .Jay Lemke
  .Jean_François Maheux

  .Damien Vervust








main page
update: 13-JUL-16



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

I am living and feeling as a unity
Amongst the many people and things
In an open relation

And the plurality of feelings, interests
Is a mirror
Of the plurality of the ONE.
From the collection 'Transcendence' (1979-80)




Board Member of the Universal Science Education Research Network based on currently being "one of the world's top 1% scientists according to Thomson Reuters' Essential Science Indicators."
   Best Paper Award at the International Conference on Software Engineering Visions for 2025 for the paper "Wide-Field Ethnography: Studying Software Engineering in 2025 and Beyond" (Austin, TX, May 14–22, 2016) (with D. Socha, R. Adams, K. Franznick, K. Sullivan, J. Tenenberg, & S. Walter)
   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"

 impact on the field

h-index: 82 (Google, Jul 14, 2016); 37 (ISI WoS, December 31, 2014)
g-index: 114 (Google, December 31, 2014)
Citations: 24.008 (Google, Jul 14, 2016); 5,823 (ISI WoS, December 31, 2014)

Most cited works (May 11, 2016):
708 Vygotsky's neglected legacy (Rev Educ Res)
618 Authentic school science (book)
379 Rethinking scientific literacy (book)
351 Science education as/for participation in the community (Sci Educ)
337 Gestures: Their role in teaching and learning (Rev Educ Res)
331 Physics students' epistemologies (J Res Sci Teach)
328 Inscriptions: Toward a theory (Rev Educ Res)

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


 information about my books 2011–2015


(A complete listing of books can be found here)


Wolff-Michael ROTH and Alfredo JORNET, Understanding Educational Psychology: A Late Vygotskian, Spinozist Approach (Dordrecht: Springer, 2017).

This book takes up the agenda of the late (but unknown) L. S. Vygotsky, who had turned to the philosopher Spinoza to develop a holistic approach to psychology, an approach that no longer dichotomized the body and mind, intellect and affect, or the individual and the social. In this approach, there is only one substance, which manifests itself in different ways in the thinking body, including as biology and culture. [See cover here]

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Lucy AVRAAMIDOU and Wolff-Michael ROTH (eds.), Intersections of Formal and Informal Science (New York: Routledge, 2016).

This book volume contributes to closing the gap between informal and formal science by reviewing existing theoretical perspectives and empirical evidence related to different programs and various approaches to supporting student learning and teacher learning in various types of informal contexts situated within different parts of the world. [See cover here] [Routledge]

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Wolff-Michael ROTH, Concrete Human Psychology (New York: Routledge, 2016).

Lev S. Vygotsky was working towards a "concrete human psychology," a goal that he expresses in a small, unfinished text of the same name. This book articulates the foundation of and develops such a concrete human psychology according to which all higher psychological functions are relations between persons before being functions, and according to which personality is the ensemble of societal relations. [Google books]

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Wolff-Michael ROTH, Lilian POZZER-ARDENGHI, JaeYoung HAN, haggyo gyoyug-eseo sigagjeog pyosang-ui ihaewa hwal-yong: bipanjeog dohaelyeog [Critical graphicacy: Utilization and understanding of visual representation in school education](Seoul, Korea: Purungil, 2015).

This book is about understanding and competently using visual representations, without which science as we know it would not exist, and which are of tremendous frequency in science textbooks. Concrete recommendations are provided for better designing textbooks and for using visuals in the classroom. [See cover here]

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Wolff-Michael ROTH, Rigorous data analysis: Beyond anything goes (Rotterdam, The Netherlands: Sense Publishers, 2015).

Part of this book shows how an experienced researcher analyzes unknown transcripts and figures out, in each case, what is going on, who is speaking, etc. Like a detective, or a court of law, the analyst is concerned with providing an evidence-based reading. The book provides assistance to those interested in rigorous rather than rigid data analysis. [See cover here] [Free preview here]

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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: 02-FEB-16


new work (2012-15)

- "symmetrical ZPD"
- "Becoming and belonging"
- "Limits to generalizing"
- 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

- "Meaning means nothing"
- 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


- Radical passivity
- On responsibility . . .
- Identity & Community
- Mêlée & literacy
- 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...