Cultural–Historical Theory and Mathematics Education  

Oleh:

Schmittau, Jean

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 225-245.
Topik: Vygotskian Learning Paradigm; Conceptual Structure of Multiplication; Vygotskian Scientific Concept; Generative Metonymy
Fulltext: Cultural–Historical Theory and Mathematics Education.pdf (168.89KB)

Isi artikel

Mathematics education in the United States is currently undergoing an attempt at reform. In this chapter an alternative in the form of a Vygotskianbased approach to mathematics pedagogy is explored. While embracing teaching methods similar to those advocated within the reform movement, the Vygotskian-based curriculum, in its genetic analysis of mathematics concepts, their derivation from measurement, and representation by schematic modeling, differs substantively from both historical and current U.S. reform efforts. The teaching and curricular similarities and differences of reform practices and Vygotskian-based pedagogy re?ect their respective grounding in divergent theoretical perspectives – the former in constructivism and the latter in cultural–historical theory. Here the cultural– historical approach is addressed, and some of the effects of these two pedagogical approaches on the adequacy of mathematical understanding is explored. It is necessary, however, to begin with a summary consideration of the antecedents of the current reform effort.

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