The Experts below are selected from a list of 56220 Experts worldwide ranked by ideXlab platform
Merrilyn Goos - One of the best experts on this subject based on the ideXlab platform.
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learning mathematics in a classroom community of inquiry
Journal for Research in Mathematics Education, 2004Co-Authors: Merrilyn GoosAbstract:This article considers the question of what specific actions a teacher might take to create a culture of inquiry in a secondary school mathematics classroom. Sociocultural theories of learning provide the framework for examining teaching and learning practices in a single classroom over a two-year period. The notion of the zone of Proximal Development (ZPD) is invoked as a fundamental framework for explaining learning as increasing participation in a community of practice characterized by mathematical inquiry. The analysis draws on classroom observation and interviews with students and the teacher to show how the teacher established norms and practices that emphasized mathematical sense-making and justification of ideas and arguments and to illustrate the learning practices that students developed in response to these expectations.
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socially mediated metacognition creating collaborative zones of Proximal Development in small group problem solving
Educational Studies in Mathematics, 2002Co-Authors: Merrilyn Goos, Peter Galbraith, Peter RenshawAbstract:This paper reports on a three year study of patterns of student-student social interaction that mediated metacognitive activity in senior secondary school mathematics classrooms. Transcripts of small group problem solving were analysed to determine how a collaborative zone of Proximal Development could be created through interaction between peers of comparable expertise, and to investigate conditions under which such interaction led to successful or unsuccessful problem solving outcomes. Unsuccessful problem solving was characterised by students' poor metacognitive decisions exacerbated by lack of critical engagement with each other's thinking, while successful outcomes were favoured if students challenged and discarded unhelpful ideas and actively endorsed useful strategies. In reconceptualising metacognition as a social practice, the study contributes to the growing body of research applying sociocultural theories to understand learning in mathematics classrooms.
Zhiting Zhu - One of the best experts on this subject based on the ideXlab platform.
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a learning framework for knowledge building and collective wisdom advancement in virtual learning communities
Educational Technology & Society, 2007Co-Authors: Yongcheng Gan, Zhiting ZhuAbstract:This study represents an effort to construct a learning framework for knowledge building and collective wisdom advancement in a virtual learning community (VLC) from the perspectives of system wholeness, intelligence wholeness and dynamics, learning models, and knowledge management. It also tries to construct the zone of Proximal Development (ZPD) of VLCs based on the combination of Vygotsky’s theory of zone of Proximal Development and the trajectories of knowledge building. The aim of a VLC built on the theories of constructivism, situated learning, and knowledge building, etc., is to apply individual intelligence to online learning, bring the advantages of collaborative learning and collective wisdom into play, solve difficult problems in independent learning, and lead to the integration and sublimation of collective wisdom through long-term individual interactions, collaborative learning and knowledge building.
Sara Wakai - One of the best experts on this subject based on the ideXlab platform.
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designing learning experiences within learners zones of Proximal Development zpds enabling collaborative learning on site and online
Journal of Information Systems, 2003Co-Authors: Faye A Borthick, Donald R Jones, Sara WakaiAbstract:In recent years, learning has been reconceptualized from an additive process characterized by an individual's acquisition of knowledge to a socially enabled Developmental process in which learners continually reorganize knowledge structures and create new representations. In the new view, learning is defined as the Development that results from social interaction that affords learners increased access to roles in expert performances. Accepting the dual cognitive‐social nature of learning creates a new problem for instructors: designing learning experiences that meld the cognitive and social aspects without subordinating either to the other. This article addresses the problem by presenting, justifying, and exemplifying an approach to designing learning experiences that support learners' Development of capabilities so that they learn to do without assistance things that they could initially do only with assistance. The goal of this design approach is for learners to develop capabilities that they first expe...
Sharon Lapkin - One of the best experts on this subject based on the ideXlab platform.
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a vygotskian sociocultural perspective on immersion education the l1 l2 debate
Journal of Immersion and Content-Based Language Education, 2013Co-Authors: Merrill Swain, Sharon LapkinAbstract:An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of Proximal Development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.
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a vygotskian sociocultural perspective on immersion education the l1 l2 debate
Journal of Immersion and Content-Based Language Education, 2013Co-Authors: Merrill Swain, Sharon LapkinAbstract:An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of Proximal Development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.
V Morcom - One of the best experts on this subject based on the ideXlab platform.
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scaffolding social and emotional learning in an elementary classroom community a sociocultural perspective
International Journal of Educational Research, 2014Co-Authors: V MorcomAbstract:This qualitative study examines the social practices of two elementary classrooms to elucidate scaffolding students’ social and emotional learning through values education. The conceptual model is based on Vygotsky's (1978) sociocultural theory and the related notions of zone of Proximal Development (ZPD) and assisted learning. Rogoff's (1995) community, interpersonal and personal planes frame the data analysis. In the findings the teacher/researcher examines social practices that promoted a student centred approach to developing participative decision making and collaborative skills. This research contributes to understanding the critical role of emotions and relationships, where primacy is given to the affective dimensions of learning. More research is needed to develop teachers' expertise to address student's social and emotional needs though scaffolding within the ZPD.
