Conceptualising the More Knowledgeable Other within a Multi-Directional ZPD

Autor/inn/en	Abtahi, Yasmine; Graven, Mellony; Lerman, Stephen
Titel	Conceptualising the More Knowledgeable Other within a Multi-Directional ZPD
Quelle	In: Educational Studies in Mathematics, 96 (2017) 3, S.275-287 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9768-1
Schlagwörter	Mathematics Instruction; Young Children; Parent Child Relationship; Mothers; Interaction; Computation; Mathematics Skills; Teaching Methods; Problem Solving; Ability; Child Development; Marxian Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Interaktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Fähigkeit; Fertigkeit; Kindesentwicklung; Marxism; Marxismus
Abstract	From a Marxian/Vygotskian perspective, learning is social in origin and it happens in the presence of others that are more knowledgeable. Extending this view to the learning of mathematics, such learning also becomes inseparable from the presence of others (people and artefacts). Researchers over decades have studied different interactions to see how such learning with others occurs, what is the role of the (more knowledgeable) other, and if at all this role alternates between the participants. In this paper, we looked at a 5-year-old's (Lila) interaction with her mother (Mellony) and a television remote control as Lila attempted to count in threes using the three by three physical layout of the numbered buttons 1-9 on the remote control. We specifically looked at the emergence of the Zone of Proximal Development (ZPD) as Lila's attention was caught by the properties of the remote control and by her mother's questions. We also pay attention to how the role of the more knowledgeable other alternates among the participants. Our findings suggest that Lila, at times, used resources provided by the physical properties of the remote control and sometimes, used resources provided by Mellony to think about the task of counting in threes. In Lila's interaction, we interpreted a multi-directional ZPD as the role of the more knowledgeable other alternated between Mellony, Lila and the remote control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01