Abstract
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 teachers remain much less explored. In this article, I conceptualise some of the roots of Vygotsky’s sociocultural 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 mathematics 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 concept of ZPD.
Highlights
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 teachers remain much less explored
Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, through the major question stated, What are the ethical responsibilities of teachers to guide students do mathematics that is beyond their independent ability, the article intends to open up an original line of inquiry
I provided a conceptual analysis of the Zone of Proximal Development (ZPD) in relation to teachers’ ethical responsibilities to their students
Summary
The Zone of Proximal Development (ZPD) is an integral part of Vygotsky’s sociocultural theory of learning, which explains how learning and development is the result of social and cultural influences. I portray an image of the concept of ZPD, within Vygotsky’s theory, and explain its theoretical underpinning as it relates to learning and mathematics learning. I highlight the concept of ZPD as it connects to the teaching of mathematics. Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, through the major question stated, What are the ethical responsibilities of teachers to guide students do mathematics that is beyond their independent ability, the article intends to open up an original line of inquiry. In order to connect both discourses, I select and elaborate the examples in connection to theoretical insights presented in the first sections of the article
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