4262598Mathematics for Tomorrows Young Childrenhttps://www.gandhi.com.mx/mathematics-for-tomorrows-young-children-9789401722117/phttps://gandhi.vtexassets.com/arquivos/ids/3876394/f8a81ccd-27bf-417d-936b-5d06a7729a7f.jpg?v=63838601021157000026952994MXNSpringer NetherlandsInStock/Ebooks/<p>Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotskys writings on childrens learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotskys work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotskys writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students learning of mathematics needed to be acknowledged in the discussions of the Working Group.</p>...4198615Mathematics for Tomorrows Young Children26952994https://www.gandhi.com.mx/mathematics-for-tomorrows-young-children-9789401722117/phttps://gandhi.vtexassets.com/arquivos/ids/3876394/f8a81ccd-27bf-417d-936b-5d06a7729a7f.jpg?v=638386010211570000InStockMXN99999DIEbook20139789401722117_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_<p>Social constructivism is just one view of learning that places emphasis on the social aspects of learning. Other theoretical positions, such as activity theory, also emphasise the importance of social interactions. Along with social constructivism, Vygotskys writings on childrens learning have recently also undergone close scru tiny and researchers are attempting a synthesis of aspects ofVygotskian theory and social constructivism. This re-examination of Vygotskys work is taking place in many other subject fields besides mathematics, such as language learning by young children. It is interesting to speculate why Vygotskys writings have appealed to so many researchers in different cultures and decades later than his own times. Given the recent increased emphasis on the social nature of learning and on the interactions between student, teacher and context factors, a finer grained analysis of the nature of different theories of learning now seems to be critical, and it was considered that different views of students learning of mathematics needed to be acknowledged in the discussions of the Working Group.</p>...9789401722117_Springer Netherlandslibro_electonico_fcc2108b-67a3-3d02-8ba2-7881b816d32f_9789401722117;9789401722117_9789401722117InglésMéxico2013-03-09T00:00:00+00:00Springer Netherlands