Embracing History through Transforming It
暂无分享,去创建一个
[1] David W. Carraher,et al. Street mathematics and school mathematics , 1993 .
[3] Jean Schmittau,et al. Connecting Mathematical Knowledge: A Dialectical Perspective. , 1993 .
[4] R. Gallimore,et al. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context , 1988 .
[5] P. Cobb. Learning from Distributed Theories of Intelligence , 1998 .
[6] Stephen Lerman,et al. A Case of Interpretations of "Social": A Response to Steffe and Thompson. , 2000 .
[7] R. Veer,et al. Furthering the internalization debate : Gal'perin's contribution. , 1995 .
[8] A. Stetsenko,et al. Constructing and Deconstructing the Self: Comparing Post-Vygotskian and Discourse-Based Versions of Social Constructivism , 1997 .
[9] Rheta Devries. Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices , 2000 .
[10] R. Rieber. The Problem of the Development of Higher Mental Functions , 1997 .
[11] R. Mayer. Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. , 2004, The American psychologist.
[12] J. Bruner,et al. The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.
[13] Ruth Parker. Mathematical Power: Lessons from a Classroom , 1993 .
[14] Robert G. Dunn. Self, identity, and difference : Mead and the poststructuralists , 1997 .
[15] Y. Engeström,et al. Activity theory and individual and social transformation. , 1999 .
[16] G. Hatano. Commentary: Time to merge Vygotskian and constructivist conceptions of knowledge acquisition. , 1993 .
[17] B. Rogoff. Apprenticeship in Thinking: Cognitive Development in Social Context , 1990 .
[18] F. Newman,et al. Lev Vygotsky : revolutionary scientist , 1993 .
[19] Celeste Kinginger,et al. Defining the Zone of Proximal Development in US Foreign Language Education , 2002 .
[20] M. Cole,et al. Mind in Society , 2005 .
[21] Kenneth J. Gergen,et al. Realities and Relationships: Soundings in Social Construction , 1994 .
[22] Jeremy Kilpatrick,et al. Types of Generalization in Instruction: Logical and Psychological Problems in the Structuring of School Curricula , 1990 .
[23] A. Stetsenko,et al. Vygotskian collaborative project of social transformation History , politics , and practice in knowledge construction , 2004 .
[24] C. Kamii,et al. Young Children Reinvent Arithmetic: Implications of Piaget's Theory , 1984 .
[25] Herbert P. Ginsburg,et al. Children's arithmetic: The learning process , 1977 .
[26] Dorothy Holland,et al. Selves as cultured: As told by an anthropologist who lacks a soul. , 1997 .
[27] M. Cole,et al. Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky , 1996 .
[28] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[29] Ėvalʹd Vasilʹevich Ilʹenkov,et al. Dialectical logic : essays on its history and theory , 1977 .
[30] A. Stetsenko,et al. Teaching, Learning, and Development: A Post‐Vygotskian Perspective , 2008 .
[31] Robert W. Rieber,et al. The Historical Meaning of the Crisis in Psychology , 1997 .
[32] Mohamed Elhammoumi. To Create Psychology’s Own Capital , 2002 .
[33] Paul Cobb,et al. Supporting Students' Learning of Significant Mathematical Ideas , 2008 .
[34] G. Wells. Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education , 1999 .
[35] A. Stetsenko,et al. The Quality of Cultural Tools and Cognitive Development: Gal’perin’s Perspective and Its Implications1 , 2000, Human Development.
[36] P. Cobb. Reasoning With Tools and Inscriptions , 2002 .
[37] Terezinha Nunes,et al. Mathematics learning as the socialization of the mind , 1999 .
[38] Paul Cobb,et al. Individual and Collective Mathematical Development: The Case of Statistical Data Analysis. , 1999 .
[39] I. Arievitch,et al. A Potential for an Integrated View of Development and Learning: Galperin's Contribution to Sociocultural Psychology , 2003 .
[40] V. Davydov. The Basic Concepts of Contemporary Psychology. , 1988 .
[41] I. Arievitch,et al. Connecting Sociocultural Theory and Educational Practice: Galperin's Approach , 2005 .
[42] A. Asmolov. Vygotsky Today: On the Verge of Non-Classical Psychology , 1998 .
[43] G. Zuckerman. Vygotsky's Educational Theory in Cultural Context: The Learning Activity in the First Years of Schooling , 2003 .
[44] J. Lantolf,et al. Vygotsky's Zone of Proximal Development and Krashen's i+1: Incommensurable Constructs; Incommensurable Theories , 1998 .
[45] Gordon Wells,et al. Learning for Life in the 21st Century: sociocultural perspectives on the future of education , 2002 .
[46] Paul Cobb,et al. The Culture of the Mathematics Classroom: A constructivist perspective on the culture of the mathematics classroom , 1998 .
[47] A. Stetsenko. Tool and Sign in the Development of the Child , 2004 .
[48] C. Ratner. Agency and Culture , 2000 .
[49] Gen Ling M. Chang-Wells,et al. Dynamics of discourse: Literacy and the construction of knowledge. , 1993 .
[50] L. Vygotsky. Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .
[51] L. S. Vygotskiĭ,et al. The history of the development of higher mental functions , 1997 .
[52] Peter Bryant,et al. Children Doing Mathematics , 1996 .
[53] J. Mokros,et al. Beyond Arithmetic: Changing Mathematics in the Elementary Classroom , 1995 .
[54] I. Arievitch,et al. The role of nonautomatic processes in activity regulation: from Lipps to Galperin. , 2004, History of psychology.
[55] L. Vygotsky. The Development of Higher Psychological Functions , 1977 .
[56] A. N. Leont’ev,et al. Activity, consciousness, and personality , 1978 .
[57] Deborah Schifter,et al. Reconstructing Mathematics Education: Stories of Teachers Meeting the Challenge of Reform , 1992 .
[58] M. Hedegaard,et al. Perspectives on activity theory: Activity theory and history teaching , 1999 .
[59] Satinder P. Singh,et al. Introduction , 2002, British Journal of Ophthalmology.
[60] H. Carl Haywood,et al. Two ways to elaborate Vygotsky's concept of mediation. , 1998 .