By Routh E.J.

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Teorie jednání. Praha: Karolinum (orig. La Raison pratique). Brossard, M. (2004). Vygotski. Lectures et perspectives de recherches en éducation. Lille: Preses Universitaires du Septentrion. Clot, Y. (1999). La fonction psychologique du travail. Paris: PUF. 2 Where the text referred to is a translation into Czech the more widely known title of the translated text is cited in brackets. 30 S. Štech Charlot, B. (1991a). Les contenus non mathématiques dans l´enseignement des mathématiques. In R. Bkouche, B.

Mathematical concepts of a higher level of generality are especially distinguished by the necessity to introduce them from the outside; these are ‘top-down’ conceptualizations. Intellectualisation stands on an increasing subordination of individual operations to the higher organizational principle (with the two characteristics expounded in the above-mentioned geographical metaphor). From this point of view, mathematics represents activities in which, with a growing generality of a concept, the motive of the introduction of the concept is always ‘external’ in respect to the child and his/her ‘spontaneous interest’.

Thom, R. (1974). Mathematiques Modernes et Mathematiques de Toujours, in Pourquoi la mathématique? Paris: Edition 10/18. pdf) Volosinov, V. N. (1973). Marxism and the philosophy of language. New York: Seminar Press. Vygotsky, L. S. (1976). Myšlení a Ĝeþ. Praha: SPN (Thought and Language). Chapter 3 Participating In What? Using Situated Cognition Theory To Illuminate Differences In Classroom Practices Maria Manuela David and Anne Watson Universidade Federal de Minas Gerais, University of Oxford Abstract: This chapter looks at intentional teaching in detail, drawing out significant distinctions in whole-class interaction sequences which may, at first glance, look similar.