Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Na última verificação automática (03/10/2026), não respondeu na fonte: texto completo (HTTP 404). O endereço é mantido e volta a ser verificado no próximo ciclo; se o link não abrir, tente mais tarde ou use a página oficial.
Resumo
In the Russian Federation, 11 mathematics training programs were recommended for implementation in the 2020—2021 elementary school curriculum. The large number of programs raises the question of how they differ, a question which is relevant for both school administrators and primary school teachers, and parents. This article applies the criteria developed in the mainstream of the Cultural-Historical Activity approach to learning, to analyze the most significant differences in the mathematics programs from a psychological point of view. We have analyzed the methodological materials in mathematics and textbooks in the following programs for grades one through five: “School of Russia”, “The system of D.B. Elkonin — V.V. Davydov” (the programs of both E.I. Alexandrova, and V.V. Davydov and V.F. Gorbov), “Learning to learn”, and “Perspective”. Our study showed that the most significant differences between the programs concerned the type of concepts proposed for assimilation; the type of actions by which these concepts were to be assimilated and practiced; and how the means of these actions were provided. The selected criteria corresponded most closely to the program of E.I. Alexandrova, which was created within the framework of the educational complex “The system of D.B. Elkonin — V.V. Davydov”.
Dados da obra
- Tipo
- Artigo
- Periódico
- Культурно-историческая психология, v. 18, n. 1, p. 69-78
- Editora
- Moscow State University of Psychology and Education
- Ano
- 2022 (2022-04-19)
- Idioma
- en
- Palavras-chave
- mathematics teaching program; primary school mathematics; meta-learning; mathematics textbooks; curriculum comparison
- Temas
- Currículo
- DOI
- 10.17759/chp.2022180107
- ISSN
- 1816-5435, 2224-8935
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SIDNEVA, Anastasia N.. Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach. Культурно-историческая психология, v. 18, n. 1, p. 69-78, 2022. DOI: https://doi.org/10.17759/chp.2022180107.
APA
Sidneva, A. N. (2022). Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach. Культурно-историческая психология, 18(1), 69-78. https://doi.org/10.17759/chp.2022180107
BibTeX
@article{sidneva2022,
author = {Sidneva, Anastasia N.},
title = {Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach},
year = {2022},
journal = {Культурно-историческая психология},
volume = {18},
number = {1},
pages = {69-78},
publisher = {Moscow State University of Psychology and Education},
doi = {10.17759/chp.2022180107},
language = {en}
}RIS
TY - JOUR AU - Sidneva, Anastasia N. TI - Comparative Analysis of Mathematics Teaching Programs in Primary School from the Standpoint of the Cultural-Historical Activity Approach PY - 2022 JO - Культурно-историческая психология VL - 18 IS - 1 SP - 69 EP - 78 DO - 10.17759/chp.2022180107 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
Proof in Mathematics Education: A Bibliometric Analysis Using R Biblioshiny and VOSviewer
Journal of Research and Advances in Mathematics Education
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27489
Download disponível Baixar PDF na fonte: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) Acessar texto completo: Quarenta anos de formação docente no semiárido: memórias, currículo e território na história da Licenciatura em Matemática da Universidade do Estado da Bahia, Campus VII (abre em nova aba) -
Research on the Pathways and Practices of Integrating Chinese Philosophy into Advanced Mathematics Teaching
Journal of Education and Educational Research, v. 18, n. 3 · DOI 10.54097/nrrpnn04
-
Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration
Sustainable Education and Digital Transformation · DOI 10.33902/sedt.202635703
Download disponível Baixar PDF na fonte: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba) Acessar texto completo: Ethnomathematics for sustainable and culturally responsive mathematics education in Ghana: An ethnographic exploration (abre em nova aba)