Commentary on a special issue: Davydov’s approach in the XXI century

Coles, Alf

doi:10.1007/s10649-020-10018-9

Cited by 8 publications

(3 citation statements)

References 13 publications

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“…Cui was developed by Gattegno in collaboration with the developmental psychologist Jean Piaget and with Jean Dieudonné, an author of the Bourbaki reforms to mathematics education. A similar initiative taken by Davydov and his colleagues in the Soviet Union is receiving renewed attention in the contemporary literature (Coles, 2021). Like Cui Davydov's curriculum "develops algebraic structure from the relationships between quantities such as length, area, volume, and weight.…”

Section: Introductionmentioning

confidence: 99%

Equational reasoning: A systematic review of the Cuisenaire–Gattegno approach

Benson

Marriott²,

McCandliss

2022

Front. Educ.

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The Cuisenaire–Gattegno (Cui) approach to early mathematics uses color coded rods of unit increment lengths embedded in a systematic curriculum designed to guide learners as young as age five from exploration of integers and ratio through to formal algebraic writing. The effectiveness of this approach has been the subject of hundreds of investigations supporting positive results, yet with substantial variability in the nature of results across studies. Based on an historical analysis of one of the highest-fidelity studies (Brownell), which estimated a treatment effect on equation reasoning with an effect size of 1.66, we propose that such variability may be related to different emphases on the use of the manipulatives or on the curriculum from which they came. We conducted a systematic review and meta-analysis of Cui that sought to trace back to the earliest investigations of its efficacy. Results revealed the physical manipulatives component of the original approach (Cuisenaire Rods) have had greater adoption than efforts to retain or adopt curriculum elements from the Cuisenaire–Gattegno approach. To examine the impact of this, we extended the meta-analysis to index the degree to which each study of Cuisenaire Rods included efforts to align or incorporate curricular elements, practices, or goals with the original curriculum. Curriculum design fidelity captured a significant portion of the variability of efficacy results in the meta-analysis.

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Section: Introductionmentioning

confidence: 99%

Equational reasoning: A systematic review of the Cuisenaire–Gattegno approach

Benson

Marriott²,

McCandliss

2022

Front. Educ.

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“…Many assume that young children are not (yet) capable of abstract comprehension. However, in examining the research from multiple fields, including language learning, cognitive sciences, and developmental sciences, many examples contradict this universal assumption (Coles, 2021;Dougherty & Sloven, 2004;Venenciano et al, 2015;Wang & Black Delfin, 2021). Based on the literature, it is obvious that although a great amount of research has been investigating young children's capability on higher mental functions such as abstract thinking and comprehension, from various theoretical stands, there is less research highlighting the Elkonin-Davydov curricular approach from the analysis of Vygotsky's sociocultural perspective.…”

Section: Introductionmentioning

confidence: 99%

The Elkonin-Davydov Curricular Approach: How Cognitive Development can be Driven by Cultural Tools

Delfin

Wang

2022

SER

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This conceptual paper examines the aspects of human development that are foundational to higher mental functions and how particular features of cognition essential for relational and other types of complex thought are activated and developmentally driven through experiential exposure, specifically with others, to intentionally designed cultural tools of teaching and learning. After taking a closer look at relational thinking, which is a foundation for more complex types of thought such as computational thinking, and a developmentally appropriate pedagogical method for fostering these aspects of cognitive development, we focus on the Elkonin-Davydov early "prenumerical" phase, presenting this curricular approach as a cultural tool which can foster cognitive development. Based on this, we further conclude that the (pedagogical) tools, to which children are exposed within an interactional pedagogy, can affect and shape children's cognitive development. Further, we perceive this work has shown promise as an instructional process for fostering abstract comprehension and relational reasoning in children, and thus, we recommend implementing the Elkonin-Davydov curricular approach in early childhood daily practice.

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“…Galperin wrote: "If a separate object is the bearer of the concept, the recognition by the characteristics goes smoothly; but if a set of objects appear to bear the concept, then the distinguishing features cannot point out how many of them there should be and why only together they present the object the concept is applied to" (Galperin, 1998, p. 305). e "concept-action" bond and the orientation functions of a concept within the process of concept formation thus demanded further examination within Galperin's tradition of research (Davydov, 2008;s modern followers -see Coles, 2021). e special features of the "conceptual" form of action were described by Davydov (1960); the modelling sca olds a shi from routine manipulation with objects towards the content of the concept: the product and means of theoretical thinking.…”

Section: Introductionmentioning

confidence: 99%

The Action “Wanted!”: The Concept of Valency during the Early Steps of Mastering Chemistry

Vysotskaya¹,

Lobanova²,

Yanishevskaya³

2022

Psych. Rus.

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Background. We apply the theory of step-by-step concept formation (Galperin) and the theory of learning activity (Davydov) to the practice of education and teacher training. Objective. ! is paper describes a feasible way to teach the basics of Galperin’s theory to students studying pedagogical psychology, by involving them in an exemplary educational module on combining chemical formulas according to the elements’ valency values. Design. We suggested that our students participate in an educational module which was designed as an example of how to materialize orientation components of action as the basis of concept formation. ! e “practical” action for mastering the valency concept was to combine the correct formula for a pair of elements, whose valency was provided, and correct the formulas made by someone else. However, the core “orientation” required an extended procedure of building a “molecule” structure with a special construction kit. ! e key challenge for the students was to coordinate their calculation of the number of bonds needed for the molecule, and name the exact total before they would receive their atom-tokens for constructing the model. Results. Our workshop participants took on the role of students facing their " rst encounter with chemistry, and embarked on the formation sequence. At the same time they analyzed the mistakes they had made by ignoring some procedural steps. Considered through the lens of Galperin’s theory, these “adult” mistakesproved how vital his theoretical principles are for educational design. Conclusion. Our workshop thus illustrated that the search for the proper action for concept formation within Galperin’s theory framework is a challenging task. ! e di# culties that our participants experienced while they worked as pupils revealed the divergence of didactic approaches. ! e e$ ectiveness of the concept formation approach, even within our small exemplary educational module, once again con" rmed the practical value of pedagogical psychology in general, and Galperin’s theory in particular.

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Commentary on a special issue: Davydov’s approach in the XXI century

Cited by 8 publications

References 13 publications

Equational reasoning: A systematic review of the Cuisenaire–Gattegno approach

Equational reasoning: A systematic review of the Cuisenaire–Gattegno approach

The Elkonin-Davydov Curricular Approach: How Cognitive Development can be Driven by Cultural Tools

The Action “Wanted!”: The Concept of Valency during the Early Steps of Mastering Chemistry

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