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Vergnaud, Gerard – Human Development, 2009
The theory of conceptual fields is a developmental theory. It has two aims: (1) to describe and analyse the progressive complexity, on a long- and medium-term basis, of the mathematical competences that students develop inside and outside school, and (2) to establish better connections between the operational form of knowledge, which consists in…
Descriptors: Individual Development, Epistemology, Mathematical Concepts, Concept Formation
Ginsburg, Herbert P. – Human Development, 2009
The developmental psychology of mathematical thinking and the clinical interview method can make major contributions to education by transforming the process of formative assessment--the attempt to use information concerning student performance, knowledge, learning potential, and motivation to inform instruction. The clinical interview is a…
Descriptors: Interviews, Mathematics Education, Student Evaluation, Formative Evaluation
Inagaki, Kayoko; Miyake, Naomi – Human Development, 2007
In this article, we trace the development of Hatano's research, focusing on the core of his research interest, namely, expertise, conceptual development, and classroom learning. He held both Piagetian constructivist views and Vygotskian sociocultural perspectives in balance, and preferred to study human cognition executed in everyday life. This…
Descriptors: Constructivism (Learning), Experience, Psychologists, Developmental Psychology
Waxman, Sandra; Medin, Douglas – Human Development, 2007
This paper builds on Hatano and Inagaki's pioneering work on the role of experience and cultural models in children's biological reasoning. We use a category-based induction task to consider how experience and cultural models shape rural and urban children's patterns of biological reasoning. We discuss the implications of these findings for…
Descriptors: Urban Youth, Educational Practices, Children, Experience
Goodnow, Jacqueline J.; Peterson, Candi; Lawrence, Jeanette A. – Human Development, 2007
To bring out Giyoo Hatano's contributions to the understanding of culture and cognitive development, we note first his special style--thoughtful, inventive, and always focused on central issues and on combining theory with data--and then, for three areas, some of the conceptual advances he proposed. The areas have to do with ties between cognitive…
Descriptors: Social Development, Cognitive Development, Cultural Context, Skills