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Cooperation and collaboration as zones of proximal development within the mathematics classroom
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.ORCID iD: 0000-0002-8382-3197
2010 (English)In: Nordic Studies in Mathematics Education, ISSN 1104-2176, Vol. 15, no 2, 49-68 p.Article in journal (Refereed) Published
Abstract [en]

Beyond understanding the Vygotskian construct of zone of proximal development or ZPD with reference to an individual student, this paper explores the formation of ZPD within the pedagogical constructs of cooperation, wherein students cooperate with each other within their groups; as well as collaboration, wherein students from different groups that constitute the classroom collaborate with each other. Identified on the basis of functions that are in the process of maturing, the formation of either ZPD is exemplified from a socio-cultural-historical study at an upper secondary mathematics classroom in Norway. An emphasis on what distinguishes events in instruction that are educational from those that are not is also explored, before illustrating what nature of ZPD is established. The role of guidance received, imitation and cultural resources in the development of higher mental functions is understood as these ZPD are formed, enabling students to act independently within the classroom teaching-learning of mathematics. 

Place, publisher, year, edition, pages
Göteborg: NOMAD , 2010. Vol. 15, no 2, 49-68 p.
National Category
Other Mathematics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-36542OAI: oai:DiVA.org:umu-36542DiVA: diva2:354640
Available from: 2010-10-04 Created: 2010-10-04 Last updated: 2017-03-27

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http://ncm.gu.se/pdf/nomadopen/15_2_049068_gade.pdf

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Gade, Sharada
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