• 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.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.181-200
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• 2011

The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

• 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 the Korean Geographical Society
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• v.36 no.2
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• pp.161-176
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• 2001

This study is to find a theoretical basis for the effective teaching-learning of the geographical concept through comparing two cognitive pshychological perspectives: Piaget's cognitive development stage theory and Vygotsky's theory with higher mectal function and zone of proximal development(ZPD). Piaget't theory of cognitive development stage has been empirically proved in the spatial concept development and provided a basis for geographical educational psychology. In spite of this contribution, it has its own limitation in that students cannot learn cocepts beyond their cognitive development stage. On the other hand, Vygotsky supposed that concept development has been done by teaching-learning. This study suggests that Vygotsky's theory gives more comprehensive thoretical basis for its effective teaching-learning about the geographical concept development.

• Research in Mathematical Education
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• v.4 no.1
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• pp.33-43
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• 2000

The purpose of this paper was to introduce sociocultural theory which is a different epistemological perspective from constructivism and to understand the sociocultural theory in a systemic way by providing four specific criteria for a sociocultural theory from the analysis of Vygotsky's ideas. The four criteria are the followings: first, the origin of learning is not at the individual level, but at the social. Second, Learning takes place in a sociocultural framework through ZPD and there exists the stage of pseudo concept before it gets to a true concept. Third, a clear focus on action, especially mediated action, and the concept of psychological tools should be discussed in the boundary of a sociocultural theory. Fourth, actors in a learning process are not an individual child alone. In consequence, the role of adults, particularly teachers, are significant in a child's learning, and this fact provides a great potential for the active role of teachers in the students' learning of mathematics from the sociocultural perspective.

• (The)Korea Educational Review
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• v.23 no.2
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• pp.31-53
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• 2017

Drawing upon Vygotsky's theory, this paper explores the possibilities of imaginative education and those implications in relation to emotions. Imagination is an important element of future competencies as well as creativity. But there is a big dilemma in an educational intervention about imagination. If imagination is naturally occurring and therefore considered a mysterious ability that is specific to a child, education should not intervent as much as possible so that it can be expressed and preserved. It is linked to Piaget's influence, which regards imagination as a mental immaturity of childhood. Vygotsky who is a developmental psychologist argues that mind is generated from the socio-cultural origins in opposition to Piaget's spontaneous generation and emphasizes that it is a core characteristic of human to create something through interaction with the world. Vygotsky consider that 'imagination' which synthesizes empirical material and creates a new image is a key factor in human creativity. He reminded us of the possibilities and importance of imaginative education by revealing that imagination is not limited to childhood but constantly develops through cultural experience. Especially Vygotsky's understanding has important implications for future education in relation to emotion. Imagination plays a role of expressing and dealing with human emotions. Unlike the reason-centered society in the past, future society demands a big role of imagination in education for dealing with emotional knowledge and morality.

• 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.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.71-87
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• 2005

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

• Korean Journal of Child Studies
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• v.18 no.2
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• pp.177-190
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• 1997

The two major theoretical frameworks that have informed research on symbolic play and cognitive development were reviewed. Piaget and Vygotsky had different views of the role of symbolic play in children's development. For Piaget, play is primarily an assimilative activity; that is, in play, children modify reality to fit their existent cognitive schema and desires. In his view, play does not facilitate development, but it is used to consolidate existent concepts. For Vygotsky, play is a precursor to symbolization and is a leading factor in development. Particularly the lack of a sociocultural dimension in Piaget's theory brought about the influence of Vygotsky, for whom this dimension is central. However, the research yielded so far has not fully investigated the wider sociocultural elements that define and inform the play context. This article concludes by suggesting an approach to children's play that is directed by a proper estimation of the interaction between its cognitive, emotional, and sociocultural dimensions.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.453-464
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• 2016

This study started from the basis of necessity on the researches which asserts that parental rearing behavior in the modern society should change reflecting the social change of sociocultural environment. For this, parental rearing behavior of social constructivism and existing parental rearing behavior were contemplated while construct of parental rearing behavior was explored on the basis of main causes from Vygotsky's theory in order to prepare paradigm of new parental rearing behavior. As far as the method of study goes, various literature from relevant scholars were analyzed, centering various previously conducted studies pertaining to parental rearing behaviors as well as Vygotsky's theory. Also, the validity of the contents was confirmed through consult and revision from three experts. As the result, five factors were extracted. First, factor of cooperative interaction on social interaction. Secondly, emphasis on Internalization factor on social constructive behavior. Thirdly, potential development factor in zone of proximal development. Fourthly, instructional conversation factor as semiotic medium. Lastly, assistance factor as scaffolding. As a result, new paradigm of parental rearing behavior was presented and opened a prospect in developing the touchstone of parental rearing behavior pursuant to social constructivism.