Denhere et al
Greener Journal of Social Sciences Vol. 3 (7), pp. 371-377, August 2013
ISSN: 2276-7800 © 2011 GJSS
Manuscript Number: 052213632
Vygotsky’s Zone of Proximal Development Theory: What are its Implications for Mathematical Teaching?
Denhere Christmas, *Chinyoka Kudzai and Mambeu Josiah
Department of Educational Foundations, Great Zimbabwe University.
*Corresponding Author’s Email: chinyokak @ gmail.com
This article focused on Vygotskian Zone of Proximal Development and its implications to the teaching of Mathematics in the schools. Literature has shown that underachievement and poor performance characterise the learning of Mathematics. Teaching Mathematics in the child’s zone of proximal development is viewed as one way of improving performance in Mathematics. Literature argues that teaching in the Zone of Proximal Development where the child’s learning is mediated and scaffolded by the teacher or expert adult or knowledgeable peer makes learning more meaningful, easier, manageable, effective and efficient. The major challenge that the theory presents to teachers is that it is difficult to identify every learner’s zone of proximal development. Despite this limitation, the ZPD if appropriately applied could improve Mathematics teaching and learning in the schools.
Keywords: Zone of proximal development, scaffolding, mediation, interaction and socio-cultural.
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