I'm reading the posts over the last several days as I make my way back into
this conversation. Mike, can you expand on this? Do you mean no one in this
current conversation has made the claim or no one ever has made the claim?
And are you distinguishing between making the claim and providing evidence
(which would satisfy you or some some specified grouping of people)? Sorry
if this question takes us back a bit instead of forward.
> From: "Mike Cole" <email@example.com>
> Reply-To: firstname.lastname@example.org, "eXtended Mind, Culture, Activity"
> Date: Sat, 10 Jun 2006 08:01:03 -0700
> To: "eXtended Mind, Culture, Activity" <email@example.com>
> Subject: Re: [xmca] Playfully Answering Ana--
> Anyway, so far as I can tell, no one has made the claim that teachers create
> a zone of proximal development in math lessons or that a zoped
> can appear in play, or, in general, that there is any evidence for such a
> thing as a zoped. Two sisters playing sisters is too anecdotal and
> impressionistic, if I read local sentiment correctly. Any given form of
> lesson in, say, understanding long division (Pettito's work in Newman,
> Griffin, & Cole, for example) clearly fails despite their ideas to the
> contrary-- no evidence for the generality assumption at all, among other
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