- Padilla, J. J. (1732). Arithmetica Practica (L. Radford, ed.). Ciudad de Santiago de Guatemala: Imprenta de Ignacio Jacobo de Beteta. (Digital version: 2013).[PDF] [iBooks]
- Presmeg, N., Radford, L., Roth, M., & Kadunz, G. (Eds) (2018). Signs of signification. Semiotics in mathematics education research. Cham, Switzerland: Springer.
- D’Amore, B., & Radford L. (2017). Enseñanza y aprendizaje de las matemáticas: problemas semióticos, epistemológicos y prácticos. Bogotá, Colombia: Universidad Distrital Francisco José de Caldas. (192 p.). [PDF]
- Radford, L., Furinghetti, F., & Hausberger, T. (Eds.) (2016). Proceedings of the 2016 ICME Satellite Meeting of the International Study Group on the Relations Between the History and Pedagogy of Mathematics. Montpellier, France: IREM de Montpellier. (782 p.). [PDF]
- Radford, L. (2016). 사회기호학적 관점의 수학 교수-학습: 대상화 이론 [Mathematics teaching and learning from a cultural semiotic perspective: The theory of
objectification]. Seoul, South Korea: Kyung Moon Sa. (219 p.) - Presmeg, N., Radford, L., Roth, W., & Kadunz, G. (2016). Semiotics in mathematics education. Switzerland: Springer. [PDF]
- Radford, L. (2012). Cognição Matemática : História, Antropologia e Epistemologia. São Paulo : Editora Livraria da Física.
- Roth, W.-M., & Radford, L. (2011). A cultural historical perspective on teaching and learning. Rotterdam: Sense Publishers. [PDF]
- Radford, L., Miranda, I., & Demers, S. (2009). Processus d’abstraction en mathématiques. Ottawa: Centre franco-ontarien de ressources pédagogiques, Imprimeur de la Reine pour l’Ontario. [PDF]
Matériel d’accompagnement
Traduction en portugais
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Radford, L. et Demers, S. (2004). Communication et apprentissage. Repères conceptuels et pratiques pour la salle de classe de mathématiques. Ottawa : Centre franco-ontarien des ressources pédagogiques, 206 p. [PDF]
