The Psychological Characteristics of the Formation of Elementary Mathematical Operations in Children

Давыдов, В. В.

doi:10.1201/9781003046585-16

Cited by 10 publications

(22 citation statements)

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“…Furthermore, a similar perspective is provided by the approach to WNA proposed by the Russian psychologist Davydov (1982), in which the relationships between quantities emerge from a different approach to number. At this point it is worth noticing the direct influence of USSR on the Chinese reforms in education curricula.…”

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 94%

“…In the study we are presenting in this paper, the research team was formed by several Italian researchers, including the four authors of this paper; each of them had different expertise and knowledge of math education practices in Chinese primary schools and in Russian primary schools inspired by the Davydov curriculum (Davydov 1982).…”

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

“…According to such a theory, the genesis of the number concept is rooted in the experience of measuring continuous quantities (Davydov 1982). The notion of quantity comes from a comparison among elements of a given class, as lengths of segments, amounts of water, weights, etc., thus to measure means relating a given quantity to a part of it that has been assumed as a unit.…”

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

“…It is noteworthy that the representation is seen as a bridge between the physical and the conceptual world. As Davydov (1982) wrote: "In a school subject, intermediate means of description have crucial significance because they mediate between a property of an object and a concept" (p. 237). In this sense, children are invited to use the graphic representation of the pictorial equation in Fig.…”

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

“…The first example of educational activity presented here focuses on the "problems with variation", which is considered as one of the most significant mathematics education tools in Chinese primary schools (Ramploud and Di Paola 2013;Di Paola et al 2015;Bartolini Bussi et al 2014;Sun 2011). The second example relates to the visionary mathematics curriculum for pupils attending the first grade, which is proposed by Davydov (1982). This curriculum is adopted by a few schools in Russia, as stated by Ivashova (2011): "Two other programs in elementary mathematical education appeared at the same time, created by L. V. Zankov and V. V. Davydov.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic

Mellone

Ramploud²,

Paola

et al. 2018

ZDM Mathematics Education

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The paper presents some reflections and activities developed by researchers and teachers involved in teacher education programs on cultural transposition. The construct of cultural transposition is presented as a condition for decentralizing the didactic practice of a specific cultural context through contact with other didactic practices of different cultural contexts. We discuss the background theoretical issues of this approach and also give an analysis of two examples of cultural transposition experiences carried out in Italy. In particular, by means of qualitative analysis of some excerpts, discussions, and interviews, we show that the contact with different perspectives coming from China and Russia fostered educational practices and reflections on whole number arithmetic education.

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Section: The Development Of the Process Of Deconstructionmentioning

confidence: 94%

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

Section: The Development Of the Process Of Deconstructionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic

Mellone

Ramploud²,

Paola

et al. 2018

ZDM Mathematics Education

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Measuring Rice in Early-Childhood Education Activities: A Bridge Across Discrete and Continuous Magnitudes

Mellone

Baccaglini-Frank

Martignone

2020

Mathematics Education in the Early Years

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In this paper we report on some qualitative results of an explorative study about how a sample of Italian children of ages 5 and 6 evaluates and manages quantities of rice, a substance that can be treated as continuous or discrete. In particular, we are interested in how young children manage the task of comparing quantities, judging whether there is "as much [rice] as" in different piles. Acknowledging the crucial role of artefacts both at a psychological and social level (Vygotsky, 1978), we also offered the children different artefacts to face this task. Taking the Semiotic Mediation perspective, we analyse the strategies and the situated signs developed by the children, identifying those that could later be used by a teacher as pivot signs when constructing the mathematical meanings associated with the process of measurement.

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Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic

Bartolini

Sun

2018

New ICMI Study Series

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Il ne s'agit pas là de philosophie comparée, par mise en parallèle des conceptions; mais d'un dialogue philosophique, où chaque pensée, à la rencontre de l'autre, s'interroge sur son impensé ('This is not about comparative philosophy, about paralleling different conceptions, but about a philosophical dialogue in which every thought, when coming towards the other, questions itself about its own unthought' (Jullien 2006, p. vi)) 他山之石,可以攻玉 (tā shān zhī shí, kěyǐ gōng yù) ('The stone from another mountain can be used to polish one's own jade' (Xiao Ya, Shijing: He Ming, 1000 A. C.)

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The Psychological Characteristics of the Formation of Elementary Mathematical Operations in Children

Cited by 10 publications

References 0 publications

Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic

Cultural transposition: Italian didactic experiences inspired by Chinese and Russian perspectives on whole number arithmetic

Measuring Rice in Early-Childhood Education Activities: A Bridge Across Discrete and Continuous Magnitudes

Social and Cultural Contexts in the Teaching and Learning of Whole Number Arithmetic

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