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• W654027878 abstract "SYM34Transforming Davydov's Learning Activity Curricula into NewContexts - examples from Canada, Italy and SwedenEriksson, Inger Eriksson1, Polotskaia, Elena2*, Savard Annie2, Jansson Anders1*, Eriksson Helena1*, Fermsj Roger1*, Mellone Maria3*,1Stockholm University, inger.eriksson@edu.su.se2McGill University, elena.polotskaia@mail.mcgill.ca3Universit degli Studi di Napoli Federico IIOver the last decades there has been a growing interest in what in Westerncountries has been described as Davydov’s learning activity curriculum ordevelopmental teaching. Most interest has been given to mathematics teaching.Jeane Schmittau (Binghamton University), together with her colleague Ann Morris, isperhaps one of the first researchers that started to explore Davydov´s curriculum formathematics. There are several researches who showed that students that havebeen introduced to mathematics following Davydov´s programme at the end of yearthree, have shown a mathematical problem solving capacity and mathematicalreasoning that many students in higher grades don´t have (see for example Kinard K Morris & Schmittau, 2004; Schmittau, 2005). Barbara Doguherty(University of Hawaii & University of Missouri) is another researcher thatsystematically has introduced Davydov’s curriculum in US. The Davydov-tradition,or rather the Elkonin and Davydov-tradition has been developed within the frames ofVygotsky´s work. With a cultural-historical activity approach, education has toenhance students´ development, for instance by organizing for an educativeenvironment that creates a zone of proximal development. Which learning trajectoryis made available for students depends on what activities students are engaged in.Learning activity is developed in order to engage students in reflective work from thevery beginning of their education. Thus different subjects can be used as a mean forthe development of reflection consisting of (a) a phase of analysis of the problems,the ends and the means (b) take others´ perspectives into account, and (c) to reviewone´s own solutions. In relation to mathematics the concept of learning activity iscombined with ideas of ascending from the abstract to the concrete. In the Davydovcurriculum this implies that students are first to be introduced to algebraic thinkingand reasoning. This is an idea that in many countries is contradictory to the teachingtraditions, which often is built on an arithmetic tradition. In this symposium researchrepresenting different national contexts all have worked with the Davydov curriculumrelated to mathematic teaching. Their work and findings are compared anddiscussed." @default.
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• W654027878 date "2014-01-01" @default.
• W654027878 modified "2023-09-27" @default.
• W654027878 title "Algebraic developmental teaching an example from a grade one classroom" @default.
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