Abstract
In the preceding chapter we suggest that in the Vygotsky-Leont’ev-Holzkamp version of cultural-historical activity theory articulated here, cognition cannot be understood independently of emotion. This is so because the latter constitutes an holistic expression of the subject’s current state with respect to the object/motive and the subject’s sense of the likelihood of success in realizing the object/motives it has subscribed to.
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Roth, WM., Radford, L. (2011). Reproduction and Transformation of Affect in Activity. In: Roth, WM., Radford, L. (eds) A Cultural-Historical Perspective on Mathematics Teaching and Learning. Semiotic Perspectives on the Teaching and Learning of Mathematics Series, vol 2. SensePublishers. https://doi.org/10.1007/978-94-6091-564-2_2
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DOI: https://doi.org/10.1007/978-94-6091-564-2_2
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-564-2
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