The Application of Zone of Proximal Development and Scaffolding in Elementary Math Instruction

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Introduction
One of the pillars of Vygotsky’ theory of sociocultural development is the zone of proximal development (ZPD). The ZPD is defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p86). The premise of this theory is that students through assistance can boost their understanding of a skill and gain mastery by first observing, receiving guidance and finally independent practice. This zone represents a stage where students are on the verge of understanding but still not capable, however with additional modeling, structure, and cues or hints real learning is possible (Ryan and Cooper, 2004, p163). The application of zpd in the classroom, although never coined by Vygotsky, is call scaffolding or guided learning. Through this process it is necessary the guide is aware of child’s learning level in order to more effectively contribute to their growth (Bukatko and Daelhler, 2012, p284).
Participants
In order to further understand the application of ZPD in the classroom I observed a 5th grade teacher in the area of math. The teacher is a remediation specialist and focuses her planning to provide scaffolded instruction with the goal of filling in gaps of math understanding that have widened for her students over the years.

The class included 18 students, 10 boy and 8 girls. The class is ability grouped for math remediation whom were identified by a combination of below 50 percentile on the Measures of Academic Progress assessment, unsatisfactory or partial proficiency on the TCAP in addition to poor classroom perfo...

... middle of paper ...

...students are not always lacking fundamental knowledge but rather need carefully designed guidance to boost them to a higher level of thinking (Ryan and Cooper, 2003. P164).

References
Bukatko, D. & Daehler, M.W. (2012). Child Development: A thematic approach. (6th ed.). Belmot, CA: Wadworth.
.
Gordon, A. M., Browne, K. W., & Cruz, J. (2004). Instructor's manual to Beginnings and beyond: Foundations in early childhood education, 6th edition. Albany, N.Y. ; [United Kingdom: Thomson Learning.
Hallahan, D. P., & Kauffman, J. M. (2006). Exceptional learners: Introduction to special education. Boston [etc.: Pearson/Allyn and Bacon.

Ryan, K., & Cooper, J. M. (2004). Those who can, teach. (10th ed.). Boston (Mass.) etc: Houghton Mifflin.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

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