Abstract
The contextualization of sociocultural theory to practice illustrates how the role of history in learning may be used to broaden Vygotsky’s argument about how cultural contexts that involve a recursive process for intellectual construction or transformation of knowledge are vital for learning and development. Accordingly, the idea is to bring together major assumptions about Vygotskian theory and mathematical learning discussed in the previous chapters, focusing primarily on tools and signs, intersubjectivity, and the zone of proximal development.
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Albert, L.R. (2012). Closing Thoughts and Implications. In: Rhetorical Ways of Thinking. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4065-5_5
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DOI: https://doi.org/10.1007/978-94-007-4065-5_5
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