Research, Reflection, Practice: Learning Mathematical Language in the Zone of Proximal Development

Abstract

The past decade has been a time for much discussion about the influence of social interaction on the development of mathematical understanding. The roots of this discussion can be traced back to the ideas of Lev Vygotsky, a Russian psychologist who conducted research during the 1920s and 1930s. He was interested in how children conceptualize the meanings of words. He concluded that social interaction and communication are essential components in this conceptualization process. To show how children learn mathematical language, this article examines a classroom vignette and demonstrates how Vygotsky's ideas can be put in action in the mathematics classroom. The NCTM's Standards documents (1989, 1991) emphasize the importance of social interaction and communication in learning mathematics. Mathematics as communication is a common thread woven throughout all levels of these documents.