A Sociocultural View of the Mathematics Education of Young Children

摘要: The social origins and inherently nature of thought has been examined by a number sociocultural theorists throughout this century (Baldwin, 1899; Dewey, Vygotsky, 1987). This chapter provides an overview Vygotsky’s writing on conceptual development in young children, presents evaluates Davydov’s interpretation application Vygotslcy’s theory to the mathematics curriculum for children. (l075b) teaching experiments (designed show that abstract representation relations quantity [ , =] could be basis early curriculum), were conducted 1960s, have available English since mid 1970s. Recent interest these West spurred view offers innovative framework reform renewal learning schools (Moll. 1990; Tharp & Gallimore, 1989; Forman, 1993). My purpose presenting account work is clarify with reference cur riculum some centra concepts such as: pseudoconcept as ve hicle instructional dialogue; ation; connecting spontaneous scien o§c concepts; general before specific. Some limitations approach are discussed, importance providing various contexts (teacher directed, collaborative peer interaction, self-regulated activity) everyday scientific highlighted.