Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction

Autor/inn/en	Kusmaryono, Imam; Jupriyanto; Kusumaningsih, Widya
Titel	Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction
Quelle	In: European Journal of Educational Research, 10 (2021) 1, S.341-351 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Sociocultural Patterns; Problem Solving; Mathematics Instruction; Teaching Methods; Knowledge Level; Grade 4; Elementary School Students; Intelligence Quotient; Validity; Verbal Ability; Spatial Ability; Visual Perception; Comparative Analysis; Learning Processes; Scaffolding (Teaching Technique); Case Studies; Division; Fractions; Phenomenology; Learning Theories; Problem Based Learning; Scores; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; School year 04; 4. Schuljahr; Schuljahr 04; Intelligenzquotient; Gültigkeit; Mündliche Leistung; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Learning process; Lernprozess; Case study; Fallstudie; Case Study; Bruchrechnung; Phenomenological psychology; Phänomenologie; Psychologie; Learning theory; Lerntheorie; Problem-based learning; Problemorientiertes Lernen
Abstract	This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things that are fundamental and essential from the ZPD and ZPC phenomena. Researchers observed mathematics learning by a teacher on 24 fourth-grade students who were divided into groups A (high IQ) and B (low IQ). Data collection through tests, observation, and interviews. While the validity of the data is done through triangulation of methods and triangulation of sources. The results showed that students of the Upper (A) group had high IQ but small ZPD and ZPC. In contrast, students in the Lower (B) group have low IQ but large ZPD and ZPC. This result means that intelligence (IQ) is measured not only logically-mathematically but also in the verbal-linguistic and spatial-visual fields. The conclusion is that there are differences in the construction of students' knowledge in the learning zone. This difference occurs because the knowledge constructs that the students have previously had an effect on the accommodation process of the schemes that students have built while in the proximal development zone (ZPD) where scaffolding works. Meanwhile, the potential construction zone (ZPC) is not sufficient to describe the real development of students. However, it only reflects what students have accomplished. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01