The articles in this special issue, collectively, provide overwhelming evidence that a curriculum which has as its primary basis the counting of discrete objects (and hence which introduces numbers as discrete) is not an effective or rational organisation. In this commentary, I discuss the contribution of each article to an understanding of Davydov’s ontology and epistemology, issues around the transposition of a pedagogy or curriculum from one country to another, early algebra and proportional or multiplicative reasoning. From Davydov’s own research and the writing in these articles, we know children are able to understand abstract structures from an early age. The thinking in this special issue provides tools to investigate and question any context in which such understanding is not routinely taking hold.

本期特刊中的文章共同提供了压倒性的证据，即以计数离散对象为主要基础（因此将离散数引入）的课程并不是有效或合理的组织。在这篇评论中，我讨论了每篇文章对理解达维多夫的本体论和认识论，关于将教育学或课程学从一个国家转移到另一个国家，早期代数以及比例或乘法推理的问题的贡献。从达维多夫自己的研究和这些文章的写作中，我们知道孩子们能够从小就理解抽象的结构。本期特刊中的思想提供了调查和质疑在这种情况下通常无法掌握的任何情况的工具。