for the learning of mathematics

Yasmine Abtahi - Vol. 37 Num. 1 (2017)
 The 'more knowledgeable other': a necessity in the zone of proximal development?


In his writing, I report on how two 12-year old children used fraction strips to add 1/2 and 2/5. In their interaction with the tool, I look for the emergence of the tool-mediated Zone of Proximal Development to analyse the knowing that become available to the children. In thinking about this interaction, I ask what is the role of the more knowledgeable other? Who/what becomes one, in an interaction? Who possesses what is called "knowledge" more than the other, to then becomes "the more knowledgeable other"? Through the analysis of a transcript expert, I think about and tackle these questions.


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