Mathematizing and Symbolizing: The Emergence of Chains of Signification in One First-Grade Classroom by P. Cobb.
The contention that knowing and doing mathematics is an inherently social cultural activity has gained increasing acceptance in recent years. At least the United States, this attempt to go beyond purely cognitive analyses reflects a growing disillusionment with mainstream psychology. sociocultural perspective treats mathematical learning as primarily process of enculturation wherein students appropriate their intellectual inheritance; is, ways institutionalized by wider society. motivation for developing interpretive framework described was theoretical. Such work does have practical relevance classroom events or individual students’ typically lead suggestions educational improvement. A primary reason conducting analysis first-grade explore accounting it occurs context classroom. This chapter outlines Vygotsky’s key insights, although leaving room conception children active constructors knowing.
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