Article,
Epistemology of mathematical knowledge and teacher - learner interaction
ZDM, 39 (1): 95--106 (March 2007)
Abstract
The paper discusses some important epistemological aspects of the concept of the zone of proximal development when applied to everyday mathematics teaching. The analysis of a lesson transcript on the calculation of the average of experimental values shows, that the introduction of students into knew mathematical knowledge under the guidance of their teacher underlies an epistemological shift of mathematical meaning. There is a change from properties of concrete objects to theoretical relations between objects and structures. This requires the adequate introduction and use of symbolic diagrams in mathematical zones of proximal development to overcome the rupture between concrete and theoretical aspects of mathematical knowledge in teaching/learning processes.
