Russian Mathematics in Norwegian Classrooms Challenges in Implementing Zankov's Didactic-Methodological System in Primary Mathematics Education in Norway
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| Title: | Russian Mathematics in Norwegian Classrooms Challenges in Implementing Zankov's Didactic-Methodological System in Primary Mathematics Education in Norway |
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| Language: | English |
| Authors: | Gregorios Daniel Schevig Brogstad |
| Source: | International Electronic Journal of Elementary Education. 2025 17(3):335-352. |
| Availability: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Models, Mathematics Instruction, Teaching Methods, Elementary School Students, Technology Transfer, Sociocultural Patterns, Learning Theories, Educational Principles, Foreign Countries |
| Geographic Terms: | Russia, Norway |
| ISSN: | 1307-9298 |
| Abstract: | Developmental Education in Mathematics (DEM) according to Zankov's model, or "Russian mathematics", has been in use in Norway since 2009 in an increasing number of schools (about 100 elementary schools in 2024). There has been relatively little research into the implementation of this teaching method in a Norwegian context. In this article we review the fundamental elements and characteristics of Vygotsky's Zone of Proximate Development (ZPD) and the didactic principles and methodology in Zankov's system. We also discuss some challenges concerning the implementation of Zankov's didactic system in Norwegian primary schools and some possible explanations. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476411 |
| Database: | ERIC |
| Abstract: | Developmental Education in Mathematics (DEM) according to Zankov's model, or "Russian mathematics", has been in use in Norway since 2009 in an increasing number of schools (about 100 elementary schools in 2024). There has been relatively little research into the implementation of this teaching method in a Norwegian context. In this article we review the fundamental elements and characteristics of Vygotsky's Zone of Proximate Development (ZPD) and the didactic principles and methodology in Zankov's system. We also discuss some challenges concerning the implementation of Zankov's didactic system in Norwegian primary schools and some possible explanations. |
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| ISSN: | 1307-9298 |
