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Una exploración teórica: La Zona de Desarrollo Próximo como zona ética para enseñar mate-máticas

  • Yasmine Abtahi [1]
    1. [1] University of South East Norway
  • Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 20, 2021, págs. 7-21
  • Idioma: español
  • DOI: 10.35763/aiem20.4038
  • Títulos paralelos:
    • A theoretical exploration: Zone of Proximal Development as an ethical zone for teaching mathematics
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  • Resumen
    • español

      Durante décadas, la Zona de Desarrollo Próximo (ZDP) de Vygotsky se ha utilizado como un im-portante marco teórico para explorar y analizar el concepto de aprendizaje, pero sus implicaciones para el profesorado permanecen mucho menos exploradas. En este artículo, conceptualizo raíces de la teoría sociocultural del aprendizaje de Vygotsky y, a partir de aquí, exploro la ZDP como una zona ética y poderosa para la enseñanza. Junto con ofrecer una intensa descripción de aspectos claves de conceptos teóricos de Vygotsky, la principal pregunta enunciada, ¿Cuáles son las responsabilidades éticas del pro-fesorado al guiar a los alumnos a hacer matemáticas que están más allá de sus habilidades independien-tes? pretende abrir una línea original de estudio. Empiezo con una perspectiva general de esta teoría del aprendizaje y de sus orígenes en el Marxismo mediante ejemplos de la investigación en educación mate-mática. Sigo con una discusión sobre cuestiones de ética y responsabilidad a fin de señalar más explíci-tamente las responsabilidades éticas y el poder del profesorado implícitas en el concepto de ZDP.

    • English

      For decades, Vygotsky’s Zone of Proximal Development (ZPD) has been utilized as an important theoretical framework for exploring and analysing the concept of learning, but its implications for teach-ers remain much less explored. In this article, I conceptualise some of the roots of Vygotsky’s sociocul-tural theory of learning and, on this basis, I explore the ZPD as an ethical and powerful zone for teaching. Together with providing a thorough description of some key aspects of Vygotsky’s theoretical concepts, the major question stated, What are the ethical responsibilities of teachers to guide students do mathe-matics that is beyond their independent ability? intends to open up an original line of inquiry. I first give an overview of this learning theory, as it stemmed from Marxism, my means of supporting examples from mathematics education research literature. It follows a discussion on the issue of ethics and responsibility to more explicitly highlight the ethical responsibilities and power of teachers that are implicit in the con-cept of ZPD.

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