Figures & data
Figure 2. Relations between forms and functions (sociogenetic developments in cultural histories) and means and goals (microgenetic constructions in action).
![Figure 2. Relations between forms and functions (sociogenetic developments in cultural histories) and means and goals (microgenetic constructions in action).](/cms/asset/ccc94842-ab53-4436-a951-bf87f878ad6d/riya_a_1054669_f0002_b.gif)
Figure 4. An approach to solving 16–7 = ? in which an individual does not keep track of the subtraction of the second term, forearm (7) from the first, ear (16).
![Figure 4. An approach to solving 16–7 = ? in which an individual does not keep track of the subtraction of the second term, forearm (7) from the first, ear (16).](/cms/asset/5e4362c0-cea9-4336-8b2e-3ea13c5992ab/riya_a_1054669_f0004_b.gif)
Figure 5. An approach to solving 16–7 = ? in which an individual keeps track of the subtraction by creating one-to-one correspondences internal to the body system, coordinating the subtraction of the forearm (7) from the ear (16).
![Figure 5. An approach to solving 16–7 = ? in which an individual keeps track of the subtraction by creating one-to-one correspondences internal to the body system, coordinating the subtraction of the forearm (7) from the ear (16).](/cms/asset/08e6d8b6-a628-4279-8607-451dad4bde9c/riya_a_1054669_f0005_b.gif)
Figure 6. A child using a keeping-track procedure as he creates a one-to-one correspondence between two body-part series (for video record of the child’s solution, see http://www.culturecognition.com/fourth-grader-solving-16-7-body-system/).
![Figure 6. A child using a keeping-track procedure as he creates a one-to-one correspondence between two body-part series (for video record of the child’s solution, see http://www.culturecognition.com/fourth-grader-solving-16-7-body-system/).](/cms/asset/92513d42-06de-4913-83ca-cdd24cd02f05/riya_a_1054669_f0006_b.gif)
Figure 8. Chart posted on wall in each elementary classroom (2001) with corresponding representations of numbers to ten: Hindu-Arabic numerals (left column), body-part names in Oksapmin language (middle column), and English number words (right column).
![Figure 8. Chart posted on wall in each elementary classroom (2001) with corresponding representations of numbers to ten: Hindu-Arabic numerals (left column), body-part names in Oksapmin language (middle column), and English number words (right column).](/cms/asset/c186c6f5-fe65-4930-a211-eb1caccbcb93/riya_a_1054669_f0008_b.gif)
Figure 9. Using English number words and the Oksapmin body form to solve 16–7 = ?. The teacher begins with the ear (16) and counts body parts in reverse order to seven, leaving the solution to the subtraction problem, biceps (9).
![Figure 9. Using English number words and the Oksapmin body form to solve 16–7 = ?. The teacher begins with the ear (16) and counts body parts in reverse order to seven, leaving the solution to the subtraction problem, biceps (9).](/cms/asset/eb27bc19-2cc2-4461-9898-36e508d5184d/riya_a_1054669_f0009_b.gif)
Figura 2. Relaciones entre forma y función (desarrollos sociogenéticos en las historias culturales) y metas y medios (construcciones microgenéticas en acción).
![Figura 2. Relaciones entre forma y función (desarrollos sociogenéticos en las historias culturales) y metas y medios (construcciones microgenéticas en acción).](/cms/asset/32a640d3-f6de-4207-ab20-cc1f8ca44d0a/riya_a_1054669_f0011_b.gif)
Figura 4. Una aproximación para resolver la operación 16–7 = ¿? en el que el individuo no logra llevar la cuenta de la sustracción del sustraendo, antebrazo (7), del minuendo, oreja (16).
![Figura 4. Una aproximación para resolver la operación 16–7 = ¿? en el que el individuo no logra llevar la cuenta de la sustracción del sustraendo, antebrazo (7), del minuendo, oreja (16).](/cms/asset/88ef2027-4882-46bc-aef3-0c606e0145ff/riya_a_1054669_f0013_b.gif)
Figura 5. Una aproximación para la resolución del problema 16–7 = ¿? en el que un individuo lleva la cuenta de la sustracción creando correspondencias uno a uno internas al sistema corporal, coordinando y registrando la sustracción del antebrazo (7) de la oreja (16).
![Figura 5. Una aproximación para la resolución del problema 16–7 = ¿? en el que un individuo lleva la cuenta de la sustracción creando correspondencias uno a uno internas al sistema corporal, coordinando y registrando la sustracción del antebrazo (7) de la oreja (16).](/cms/asset/01282787-90c6-40f4-8a03-d0e00e2286de/riya_a_1054669_f0014_b.gif)
Figura 6. Un niño utiliza una estrategia de seguimiento mientras crea correspondencias uno a uno entre dos series corporales (para acceder a un vídeo de la solución, véase http://www.culturecognition.com/fourth-grader-solving-16-7-body-system/).
![Figura 6. Un niño utiliza una estrategia de seguimiento mientras crea correspondencias uno a uno entre dos series corporales (para acceder a un vídeo de la solución, véase http://www.culturecognition.com/fourth-grader-solving-16-7-body-system/).](/cms/asset/a0a26dd3-b6f4-49a5-b784-e19378ea61f3/riya_a_1054669_f0015_b.gif)