Developments of a child\u27s fraction concepts with the help of psychological tools: A Vygotsky\u27s cultural-historical perspective.

This paper aims to interpret Vygotsky \u27s abstract theory in a concrete mathematical context. Based on cultural-historical perspective Vygotsky stresses the importance of psychological tools in the development of human behavior. Through the interviewing and observing fraction lessons the researcher draws two conclusions: Both of the learning material and the fraction symbols function as psychological tools but they have dlfference in some levels; Kanako, a third grader, developed concepts ofequivalent fractions mediated by fraction signs in a class, but it is not a real concept.the 30th Annual Meeting of the International Group for the Psychology of Mathematics Education, PME30, in Prague from 16 – 21 July, 200