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Vygotsky and a Global Perspective on Scaffolding in Learning Mathematics

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Globalisation and Education Reforms

Part of the book series: Globalisation, Comparative Education and Policy Research ((GCEP,volume 19))

Abstract

Scaffolding had roots in Vygotsky’s Zone of Proximal Development (ZPD) within his wider socio-cultural theory. Bruner et al. introduced the term scaffolding to describe six actions that an expert other might take to support a learner to bridge their ZPD within an instructional setting. Scaffolding was viewed as a process that provided temporary support to an individual learner. Since Bruner’s initial work other researchers broadened the scaffolding metaphor to include, among other aspects, models of effective scaffolding, support offered by peers in collaborative situations, meta-cognitive self-scaffolding by the individual themselves, and support within technology mediated environments. Data from small-scale study of Pre-Service Teachers suggested that providing feedback that is responsive to the strategy of an individual student is an extremely challenging task. Mathematics Education, as a field, needs more specific examples of effective scaffolding, in whole class settings, that includes cognitive, affective and meta-cognitive dimensions.

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Authors and Affiliations

  1. Educational Consultant, Hilltop, Taupo, NZ, New Zealand

    Vince Wright

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  1. Vince Wright
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  1. Faculty of Education and Arts, Australian Catholic University, East Melbourne, Victoria, Australia

    Joseph Zajda

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Wright, V. (2018). Vygotsky and a Global Perspective on Scaffolding in Learning Mathematics. In: Zajda, J. (eds) Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1204-8_8

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  • DOI: https://doi.org/10.1007/978-94-024-1204-8_8

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