The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Where Is the Mind? Constructivist and Sociocultural Perspectives on Mathematical Development
Abstract
Currently, considerable debate focuses on whether mind is located in the head or in the individual-in-social-action, and whether development is cognitive self-organization or enculturation into established practices. In this article, I question assumptions that initiate this apparent forced choice between constructivist and sociocultural perspectives. I contend that the two perspectives are complementary. Also, claims that either perspective captures the essence of people and communities should be rejected for pragmatic justifications that consider the contextual relevance and usefulness of a perspective. I argue that the sociocultural perspective informs theories of the conditions far the possibility of learning, whereas theories developed from the constructivist perspective focus on what students learn and the processes by which they do so.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645 · cited 2×
“... emphasized the importance of social interaction with more knowledgeable others in the~evelopment and the role of culturally developed sign systems as psychological tools for thinking• In contrast, Leont'ev (1981) argued that thought develops from practical, object-oriented activity or labor• Several American theor…”
BackgroundCognition in Practice: Mind, Mathematics and Culture in Everyday Life
Lave, J. (1988) · doi:10.1017/cbo9780511609268 · Cited by 5,148
Apprenticeship in Thinking: Cognitive Development in Social Context
Rogoff, B. (1990) · doi:10.1093/oso/9780195059731.001.0001 · Cited by 4,709
Sfard, A. (1991) · Educational Studies in Mathematics · doi:10.1007/bf00302715 · Cited by 1,852 · cited 2×
“Here, the notion of reflective abstraction is used to account for the process by which actions are reified and become mental mathematical objects that can themselves be acted upon (cf. Sfard, 1991; Thompson, 1994).”
Method
Cited by
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Enhancing teaching through constructive alignment
Biggs, J. (1996) · Higher Education · doi:10.1007/bf00138871 · Cited by 4,084
Supporting and Promoting Argumentation Discourse in Science Education
Duschl, R. A., & Osborne, J. (2002) · Studies in Science Education · doi:10.1080/03057260208560187 · Cited by 1,161
Schwartz, D. L., & Bransford, J. D. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1604_4 · Cited by 1,037
Metadata
- Authors
- Cobb, P.
- Venue
- Educational Researcher
- Published
- 1994-10
- Volume
- 23
- Issue
- 7
- Pages
- 13
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W2141672108
- Cited by
- 1,143
- References
- 5
- FWCI
- 56.83
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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