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.