|Linda Venenciano ,  Barbara Dougherty - Vol. 34 Num. 1 (2014)|
|Addressing priorities for elementary school mathematics||18-24|
Findings from international assessments present an opportunity to reconsider mathematics education across the grades. If concepts taught in elementary grades lay the foundation for continued study, then children's introduction to school mathematics deserves particular attention. We consider Davydov's theory (1966), which sequences mathematical concepts to correspond with a measurement perspective. We discuss mathematical, psychological, and instructional considerations and their contributions to Davydov's analyses and development of elementary mathematics. These foci frame our discussion of educational implications and provide support for a measurement perspective to develop important concepts (equality, inequality, and unit) as the basis for elementary mathematics.