Welcome to my webpage. My name is Luis Radford. Since 1992, I have taught and conducted research at École des sciences de l'éducation de l'Université Laurentienne. The university is located in Sudbury, Ontario, Canada. I became a Full Professor in 1997. I have been the recipient of the Laurentian University 2004-05 Research Excellence Award and the 2011 ICMI Hans Freudenthal Medal.
During the period July 2012 – July 2016, I was Chair of the International Study Group on the Relations Between the History and Pedagogy of Mathematics (HPM). HPM is an affiliate group of the International Commission on Mathematical Instruction (ICMI). I am now one of two vice-presidents of ICMI.
My research interests cover both theoretical and practical aspects of mathematics thinking, teaching, and learning. The vertebral axis of my research is a sustained involvement in classroom work with teachers and students. As a sociocultural theorist, I am interested in moving beyond bourgeois student-centered pedagogical discourses.
Drawing on Lev Vygotsky’s historical-cultural school of thought and Evald Ilyenkov’s epistemology my current work focuses on the elaboration of an approach in which the problem of teaching and learning is formulated around the concept of alterity of Emmanuel Lévinas and Mikhail Bakhtin. In such an approach, learning is conceptualized as a social, political, and transformative process through which the students critically encounter other (historical and contemporary) voices and perspectives.
Arising in the course of sensuous mediated cultural praxes, learning, I argue, is not just about knowing but also about becoming (becoming-someone-with-others). The formulation of learning as a cultural and historical process where knowing and being are mutually constitutive leads to a non-utilitarian and a non-instrumentalist conception of the classroom and education. Entrenched in unerasable ethical concerns, the classroom appears as a space for the growth of intersubjectivity and the nurturing of what I call the communal self.
April 27, 2021
Conference: El aprendizaje como proceso colectivo cultural
Event: Ciclo de conferencias “una mirada al enfoque sociocultural y político de la Educación Matemática”
Organizer: Universidad de los Llanos, Colombia
Time: 10:15 - 11:45 am, Bogota Time.
April 28, 2021
Conference: Re-imaginando el aula de matemáticas: Las matemáticas escolares como praxis emancipadora
Event: XXIV Jornadas Nacionales de Educación Matemática
Organizers: Sociedad Chilena de Educación Matemática SOCHIEM y la Escuela de Educación Matemática e
Informática Educativa de la Universidad Católica Silva Henríquez.
Dates: April 28 - 29, 2021
May 6, 2021
Conference: A Teoria da Objetivação: fundamentos e aplicações para o ensino e aprendizagem de matemática
Event: X-Diálogos da matemática com a pedagogia
Organizer: Universidade Federal do Ceará, Brasil.
June 9, 2021
"Subjectivity: Rethinking Teachers and Students in Mathematics Learning"
Event: Italian summer school for PhD students.
Organizer: The Italian mathematics education research association (AIRDM)
Time: 9:30 - 11:00 am, Toronto Time.
June 16, 2021
Conference: Actividad y Alienación [Activity and Alienation]
Organizer: Rede Internacional de Colaboração cadêmica em Teoria da Objetivação
Novembre 5 - 7, 2021
Conference: Modernity and the heroic child: Some thoughts on play and learning in early childhood mathematics education.
Event: Convegno Incontri con la matematica XXXV
Place: Castel san Pietro Terme (Bologna), Italy
November 11 - 13, 2021
Conference: Quand il faut élargir une théorie
Event: « Proximités, limites et complémentarité des théories ». Week-End des Jeunes Chercheurs de l’ARDM 2021
Orginizer: Association pour la Recherche en Didatique des Mathématiques
Place: Nante, France.