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Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience
Davydov’s mathematics curriculum was designed according to the principles of the Cultural Historical Activity Theory (CHAT). In this study, we analyzed some developmental effects of its realization in Grade 1 (N = 46, two classes), in relation to the children’s school readiness level (specifically,...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711087/ https://www.ncbi.nlm.nih.gov/pubmed/33329273 http://dx.doi.org/10.3389/fpsyg.2020.603673 |
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author | Sidneva, Anastasia |
author_facet | Sidneva, Anastasia |
author_sort | Sidneva, Anastasia |
collection | PubMed |
description | Davydov’s mathematics curriculum was designed according to the principles of the Cultural Historical Activity Theory (CHAT). In this study, we analyzed some developmental effects of its realization in Grade 1 (N = 46, two classes), in relation to the children’s school readiness level (specifically, their motivation, voluntary regulation, and intellectual development), and their teacher’s experience (a very experienced teacher in one class, and a less experienced one in the other). We assessed two groups of developmental effects: (1) some general math abilities (comparison of objects, measurement and ability to solve simple problems of addition and subtraction); and (2) some abilities, which are very specific to Davydov’s mathematics curriculum (i.e., the ability to put numbers on a number line and to measure quantity using different measures). At the beginning of the Grade 1, we divided all participants into three groups according to their level of motivation (low, medium, or high), voluntary regulation (low, medium, or high), and logical preservation (low, medium, or high) in terms of J. Piaget. After 1 year (at the beginning of Grade 2) we measured general effects again and also measured specific effects. The results showed that all the children became significantly better in all general math abilities. It was also found that progress in math abilities does not depend on the initial level of school readiness of children. Children with different levels of voluntary regulation, motivational readiness, and the level of logical preservation show improvements in general math abilities. As for the mathematical skills specific to the Davydov’ program, the achieved level of their development (both according to the test results and the results of the expert assessment by the teacher) is also not related to the initial parameters of readiness for school. Also, there were no differences in improvements in general effects and in specific effects between the classes with experienced and not-so-experienced teacher. So, there are some reasons to believe that the level of the child’s actual development does not play a fundamental role for education, which built in accordance with the principles of CHAT. |
format | Online Article Text |
id | pubmed-7711087 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-77110872020-12-15 Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience Sidneva, Anastasia Front Psychol Psychology Davydov’s mathematics curriculum was designed according to the principles of the Cultural Historical Activity Theory (CHAT). In this study, we analyzed some developmental effects of its realization in Grade 1 (N = 46, two classes), in relation to the children’s school readiness level (specifically, their motivation, voluntary regulation, and intellectual development), and their teacher’s experience (a very experienced teacher in one class, and a less experienced one in the other). We assessed two groups of developmental effects: (1) some general math abilities (comparison of objects, measurement and ability to solve simple problems of addition and subtraction); and (2) some abilities, which are very specific to Davydov’s mathematics curriculum (i.e., the ability to put numbers on a number line and to measure quantity using different measures). At the beginning of the Grade 1, we divided all participants into three groups according to their level of motivation (low, medium, or high), voluntary regulation (low, medium, or high), and logical preservation (low, medium, or high) in terms of J. Piaget. After 1 year (at the beginning of Grade 2) we measured general effects again and also measured specific effects. The results showed that all the children became significantly better in all general math abilities. It was also found that progress in math abilities does not depend on the initial level of school readiness of children. Children with different levels of voluntary regulation, motivational readiness, and the level of logical preservation show improvements in general math abilities. As for the mathematical skills specific to the Davydov’ program, the achieved level of their development (both according to the test results and the results of the expert assessment by the teacher) is also not related to the initial parameters of readiness for school. Also, there were no differences in improvements in general effects and in specific effects between the classes with experienced and not-so-experienced teacher. So, there are some reasons to believe that the level of the child’s actual development does not play a fundamental role for education, which built in accordance with the principles of CHAT. Frontiers Media S.A. 2020-11-19 /pmc/articles/PMC7711087/ /pubmed/33329273 http://dx.doi.org/10.3389/fpsyg.2020.603673 Text en Copyright © 2020 Sidneva. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Sidneva, Anastasia Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title | Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title_full | Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title_fullStr | Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title_full_unstemmed | Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title_short | Developmental Effects of Davydov’s Mathematics Curriculum in Relation to School Readiness Level and Teacher Experience |
title_sort | developmental effects of davydov’s mathematics curriculum in relation to school readiness level and teacher experience |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7711087/ https://www.ncbi.nlm.nih.gov/pubmed/33329273 http://dx.doi.org/10.3389/fpsyg.2020.603673 |
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