• East Asian mathematical journal
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• v.34 no.4
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• pp.339-358
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• 2018

There has been researches for effective education. Among them, many researchers are striving to apply Zone of Proximal Development of Vygotsky which is emphasizing the social interaction in the field of teaching and learning. Researchers usually research based on individual or small group of students. However the math class in school relies on system that one teacher teach many students in reality. So this research will look for the effect that the teaching and learning program based on Zone of Proximal Development of Vygotsky by designing the teaching and learning program which is based on scaffolding structuring to overcome the zone of proximal development in many-students class. The results of this research are as follows: First, the studying program considered the theory of Vygotsky has a positive effect on improving the mathematical achievement of elementary student. Second, the studying program considered the theory of Vygotsky has a positive effect on improving the student's studying attitude upon mathematics.

• The Mathematical Education
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• v.44 no.1 s.108
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• pp.41-65
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• 2005

In this paper we make an experiment in order to test whether the teaching method with the Zone of Proximal Development (ZPD) developed by Vygotsky can be more effective and well applied in the middle school pratces. Based on this investigation, we conclude that ZPD help to efficiently enhance the study of students, in particular, the inferior student group. Moreover, if we divide the student by more precise stoups, the ZPD will be more effective on teaching and learning in middle school. Lastly, we arrive at the conclusion that a continuous teaching with ZPD will improve the student attitude positively in solving mathematical problem even it does not appeared apparently on this test.

• Journal of the Korean School Mathematics Society
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• v.14 no.4
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• pp.519-538
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• 2011

The purpose of this study is to test whether the teaching method with the Zone of Proximal Development (ZPD) proposed by Vygotsky can be more effective at learning attitudes and problem-solving abilities in the middle school's after school class. This study find that there is meaningful difference between before and after learning attitudes and problem-solving abilities of control group students. This results accord closely with expected of after school as mentioned earlier.

• Education of Primary School Mathematics
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• v.3 no.2
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• pp.89-101
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• 1999

The reform movements of current mathematics education have based on several major ideas, in order to provide a new vision of the teaching and loaming of mathematics. Of the ideas, the motto of communication of mathematics appears to be a significant factor to change teaching practices in mathematics classroom. Through Vygotsky's sociocultural theory, the psychological background is presented for both supporting the motto and extracting important suggestions of the reform of mathematics education. The development of higher mental functions is explained by internalization, semiotic mediation, and the zone of proximal development. Above all, emphasis is put on the concepts of scaffolding and inter subjectivity related to the zone of proximal development. Seven implications are proposed by Vygotsky's sociocultural theory for the new forms of the teaching and learning of mathematics.

• Journal of Fisheries and Marine Sciences Education
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• v.16 no.1
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• pp.35-49
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• 2004

The purpose of this study is to examine the effects of scaffolding instruction on motivated learning strategies and academic achievement. Subjects of this study were 96 middle school first grade students in Busan, who were randomly assigned to two experimental group and one control group. The one experimental group had received scaffolding instruction by teacher, and the other experimental group had received scaffolding instruction by the interaction of peers. Control group were given traditional lessons only by the method of lecture. Students were given English Academic Achievement Test, Motivated Strategies of Learning Questionnaire. T test and ANOVA were used to analyze date. The results of this study showed that scaffolding instruction by ZPD turned out to have a positive influence on motivated learning strategies and academic achievement.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.71-85
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• 2002

This study examined the effects of different interaction styles, that is, interaction with an object and interaction with an adult, on young children's cognitive level. Subjects were 150 5-year-old children. The task required children to predict the working of a mathematical balance beam. Seven cognitive levels were identified based on the logic of prediction. Data were analyzed by t-test, F-test, Duncan Test and Wilcoxon Matched-Pairs Test. Results showed that both interaction styles caused improvement in children's cognitive level, but when interaction with an adult was divided into two categories, i.e., interaction with the higher group and interaction with the lower group, the latter experienced decline in cognitive level. Regardless of sex, interactions within the Zone of Proximal Development and with the object were found to be effective methods for children's cognitive improvement.

• Journal of Educational Research in Mathematics
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• v.15 no.1
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• pp.57-74
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• 2005

The aim of this study is to reflect Vygotsky's theory of Zone of Proximal Development and other scholars' scaffolding theories emboding the theory and to examine the effects of mathematics instruction by scaffolding. The subjects of this study consist of 8 fifth graders attending S elementary school which is located in San-Chung county. The teaching-learning processes were videotaped and analysed according to scaffolding components. The results between pretest and posttest regarding to fraction were compared and the responses of students to a questionnaire on the mathematical attitude before and after the teaching experiment. It concludes that mathematics instruction by scaffolding was effective to improve students' mathematical learning ability and positive mathematical attitude.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.493-508
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• 2009

This study investigates aspects of the zone of proximal development (ZPD), the distance between the actual development and the potential development. Out of 18 university students taking a geometry course, two students with the same actual developmental level in the van Hiele model in the pre-test and post-test were interviewed for measuring their potential developmental level. Based on the communicational approach to cognition, the characteristics of the two interviewees' discourse on 3D reflective symmetry were identified. There were considerable differences between the two interviewees in terms of their potential developmental level. Methodological implications for how to investigate students' ZPD in mathematics education research were addressed.

• Journal of Educational Research in Mathematics
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• v.12 no.4
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• pp.473-491
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• 2002

This article analyzes mathematics education from dialectical materialism acknowledging the objectivity of knowledge. The thesis that knowledge is objective advances to the recognition that knowledge will be internalized, and an idea of zone of proximal development(ZPD) is established as a practice program of internalization. The lower side of ZPD, i.e. the early stage of internalization takes imitation in a large portion. And in the process of internalization the mediational means play an important role. Hereupon the role of mathematics teacher, the object of imitation, stands out significantly. In this article, treating the contents of study as follows, I make manifest that teaching and learning in mathematics classroom are united dialectically: I hope to findout the method of teaching-learning to mathematical knowledge from the point of view that mathematical knowledge is objective; I look into how analysis into units, as the analytical method of Vygotsky, has been developed from the side of mathematical teaching-learning; I discuss the significance of mediational means to play a key role in attaining the internalization in connection with ZPD and re-illuminate imitation. Based on them, I propose how the role of mathematics teachers, and the principle of organization to mathematics textbook should be.

• The Mathematical Education
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• v.49 no.2
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• pp.223-246
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• 2010

Goos(2004) introduced educational researchers' demand for change on the way that mathematics is taught in schools and the series of curriculum documents produced by the National council of Teachers of Mathematics. The documents have placed emphasis on the processes of problem solving, reasoning, and communication. In Korea, the national curriculum documents have also placed increased emphasis on mathematical activities such as reasoning and communication(1997, 2007).The purpose of this study is to analyze the impact of inquiry-oriented instruction with guided reinvention on students' mathematical activities containing communication and reasoning for science high school students. In this paper, we introduce an inquiry-oriented instruction containing Polya's plausible reasoning, Freudenthal's guided reinvention, Forman's sociocultural approach of learning, and Vygotsky's zone of proximal development. We analyze the impact of mathematical findings from inquiry-oriented instruction on students' mathematical activities containing communication and reasoning.