A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics
Tipo de documento
Autores
Lista de autores
Abtahi, Yasmine
Resumen
For decades, Vygotsky’s Zone of Proximal Development (ZPD) has been utilized as an important theoretical framework for exploring and analysing the concept of learning, but its implications for teach- ers remain much less explored. In this article, I conceptualise some of the roots of Vygotsky’s sociocul- tural theory of learning and, on this basis, I explore the ZPD as an ethical and powerful zone for teaching. Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, the major question stated, What are the ethical responsibilities of teachers to guide students do mathe- matics that is beyond their independent ability? intends to open up an original line of inquiry. I first give an overview of this learning theory, as it stemmed from Marxism, my means of supporting examples from mathematics education research literature. It follows a discussion on the issue of ethics and responsibility to more explicitly highlight the ethical responsibilities and power of teachers that are implicit in the con- cept of ZPD.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
20
Rango páginas (artículo)
7-21
ISSN
22544313
Referencias
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