In 1992, he joined Simon Fraser University (Burnaby, British Columbia), where he was mainly responsible for teaching statistics in the Faculty of Education.
[4] Although he worked within a neo-Piagetian (information processing oriented) paradigm during his doctoral research, using statistical methods, his subsequent work was initially based in school science classrooms and later extended to mathematics and science in fish hatcheries,[5] environmental activism,[6][7] field ecology,[8][9] scientific laboratories,[10] dental practice,[11] water technicians,[12] construction sites, and in local communities.
Arising from his studies of learning in high school science laboratories and hands-on elementary school activities, Roth showed how students' scientific knowledge arises from what initially are simply manipulative movements and hand movements to explore and learn about the natural world.
[17] In the main review journal of educational research he published a summary of the work in psychology, anthropology, and linguistics.
[20] Together with Yew Jin Lee, he wrote a review of the literature on this "neglected legacy" of the work of Lev S.
[22] Following the French philosophers Maine de Biran and Michel Henry he conceives of the emergence of signification from the auto-affection of the flesh.