Abtahi, Yasmine (2021). A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics. Avances de Investigación en Educación Matemática, 20, pp. 7-21 .
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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.
Tipo de Registro: | Artículo |
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Términos clave: | 07. Enseñanza 06. Aprendizaje 12. Investigación e innovación en Educación Matemática > Marcos teóricos > Teorías de aprendizaje > Constructivismo social (Vygotsky) |
Nivel Educativo: | _Ningún nivel educativo |
Código ID: | 23766 |
Depositado Por: | Valeria Maestre |
Depositado En: | 06 Dic 2021 13:01 |
Fecha de Modificación Más Reciente: | 15 Sep 2023 13:52 |
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