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The Concept of Breakdown in Heidegger, Leont'ev, and Dewey and Its Implications for Education

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References

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2014Learning by Expanding4,988 cited
2024The Problem of Activity in Psychology837 cited
1993Being-in-the-World: A Commentary on Heidegger's Being and Time.738 cited
1974The Problem of Activity in Psychology664 cited
1990John Dewey's Pragmatic Technology401 cited
1994Activity Theory: Implications for Human Computer Interaction215 cited
1971A Commentary on Heidegger's Being and Time.196 cited
1995Deweyan Pragmatism and the Epistemology of Contemporary Social Constructivism165 cited
1988Developmental psychology in the Soviet Union119 cited

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2015Eye-Tracking Piaget: Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action85 cited

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2001Courses as Seeds: Expectations and Realities77 cited

2011Dewey’s neglected psychology: Rediscovering his transactional approach40 cited

2015Constructing Dynamic Triangles Together: The Development of Mathematical Group Cognition37 cited

2004Psychology as a Moral Science: Aspects of John Dewey’s Psychology33 cited

2010Genuine Problems and the Significance of Science25 cited

2019Obtrusive, obstinate and conspicuous: red tape from a Heideggerian perspective22 cited

2018Making Use: Understanding, Studying, and Supporting Appropriation11 cited

2017User generated soundscapes activating museum visitors7 cited

2019Activity Theory in Mathematics Education6 cited

2023Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses3 cited

2014Knowledge Creation in the Mangle of Practice: Implications for Educators3 cited

2012Working within Knowledge Communities as a Context for Developing Knowledge Practices2 cited