We will present cultural transposition as a particular perspective to frame the use of foreign mathematics education practices as an opportunity for questioning the didactic practices of one's own cultural context. This requires a process activated by researchers, who deconstruct the cultural layers underpinning the foreign education practice before proposing it to teachers. We discuss the theoretical premises of this approach and, in accordance with them, we propose a transposition process of the El'konin-Davydov curriculum. In particular, we will show how our deconstruction process has affected the design and implementations of particular Professional Development courses (PDs) in Italy. Finally, we will present a case study of a teacher involved in one of these PDs to observe her new educational awareness.