An experience of cultural transposition of the El’konin-Davydov curriculum

Educational Studies in Mathematics - We will present cultural transposition as a particular perspective to frame the use of foreign mathematics education practices as an opportunity for questioning...     

A Critical Analysis of SocINDEX and Sociological Abstracts Using an Evaluation Method for the Practicing Bibliographer

This study provides a database evaluation method for the practicing bibliographer that is more than a brief review yet less than a controlled experiment. The author establishes evaluation criteria in the context of the bibliographic instruction provided to meet the research requirements of undergraduate sociology majors at Queens College, City University of New York. Applying the criteria to critically analyze SocINDEX and Sociological Abstracts finds that Sociological Abstracts better meets the needs of sociology undergraduates and concludes that Sociological Abstracts is the more inherently reliable and authoritative bibliographic resource for the indexing, abstracting, and researching of scholarly sociological literature.     

An introduction to multiple perspectives on Davydov’s approach in the XXI century

Educational Studies in Mathematics -     

The influence of theoretical tools on teachers’ orientation to notice and classroom practice: a case study

Assumptions about the construction and the transmission of knowledge and about the nature of mathematics always underlie any teaching practice, even if often unconsciously. I examine the conjecture that theoretical tools suitably chosen can help the teacher to make such assumptions explicit and to support the teacher’s reflection on his/her previous as well as future educational practice. In particular, I show how an epistemological vision of mathematics in resonance with a model of cognitive dynamics can work as a powerful tool to support a teacher’s stable and autonomous attitude of noticing. To support this argumentation, I present some experimental data concerning a case study of one teacher. Through a methodological frame suitably arranged I try to describe how the teacher’s ability to rely on this particular theoretical frame affects: the choice of the global goals in mathematics education; the design of educational interventions; the interpretation of learners’ cognitive behaviours; and the assessment.