Applying the Concepts of “Community” and “Social Interaction” from Vygotsky’s Sociocultural Theory of Cognitive Development in Math Teaching to Develop Learner’s Math Communication Competencies
How to Cite
As an integral skill in Math learning at high schools, Math communication competencies are formed and developed throughout the process of Math learning in the classroom environment through student-teacher, student-student as well as student-learning material and instrument interactions. Vygotsky’s Sociocultural Theory of Cognitive Development acts as the foundation and guideline for the teaching and learning process at school, emphasizing the role of social interaction in cognitive development. The study presents the two concepts of ‘community’ and ‘social interactions’ from the theory by Vygotsky for application in Math teaching. The article starts with clarifying the two concepts above in the context of Math classrooms, then proposes several sample activities of teaching Algebra in high schools with the application of the two concepts to develop learners’ Math communication competence.
Alkhudiry, R. (2022). The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction. Theory and Practice in Language Studies, 12(10), 2117-2123. https://doi.org/10.17507/tpls.1210.19
Clements, D. H., & Battista, M. T. (1990). Constructivist Learning and Teaching. Arithmetic Teacher, 38(1), 34-35.
de Abreu, G. (2000). Relationships between macro and micro socio-cultural contexts: implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41, 1-29. https://doi.org/10.1023/A:1003875728720
Forman, A. E. (2013). Learning Mathematics as Participation in Classroom Practice: Implications of Sociocultural Theory for Educational Reform. In Leslie P. Steffe, Pearla Nesher, Paul Cobb, Bharath Sriraman, Brian Greer: Theories of Mathematical Learning, 127-142. https://doi.org/10.4324/9780203053126-13
Greenes C., & Schulman L. (in press). Communication processes in mathematical explorations and investigations. In Elliot P. (Ed.), 1996 NCTM Yearbook: Communication in mathematics, K-12. Reston, VA: National Council of Teachers of Mathematics.
Kim, R., & Albert, L. R. (2015). A Pedagogical Overview of Relevant Literature. Mathematics Teaching and Learning, 13-31. https://doi.org/10.1007/978-3-319-13542-7_2
Lerman, S. (2001). Cultural, Discursive Psychology: A Sociocultural Approach to Studying the Teaching and Learning of Mathematics. Educational Studies in Mathematics, 46, 87-113. https://doi.org/10.1007/0-306-48085-9_3
Mahn, H. (1999). Vygotsky’s Methodological Contribution to Sociocultural Theory. Remedial and Special Education, 20(6), 341-350. https://doi.org/10.1177/074193259902000607
Ministry of Education and Training (2018). Mathematics General Education Program. Circular No. 32/2018/TT-BGDĐT, dated December 26, 2018, Hanoi.
National Council of Teachers of Mathematics (2000). Principle and Standards for School Mathematics. Reston, VA: NCTM.
Ontario Ministry of Education (2005). Targeted Implementation and Planning Supports for Revised Mathematics. Queen’s Printer for Ontario.
Phuong, L. A., Anh, L. T., & Hung, N. T. (2021). Developing mathematical communication competence for high school student in teaching algebra. Proceedings of 1st Hanoi forum on pedagogical and education sciences, 81-96.
Qohar, A., & Sumarmo, U. (2013). Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching. Journal on Mathematics Education, 4(1). https://doi.org/10.22342/jme.4.1.562.59-74
Steele, D. F. (2001). Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective. School Science and Mathematics, 101(8), 404-416. https://doi.org/10.1111/j.1949-8594.2001.tb17876.x
Syaban, M. (2008). Menumbuhkembangkan Daya Dan Disposisi Matematis Siswa Sekolah Menengah Atas Melalui Model Pembelajaran Investigasi. EDUCARE, 6(1), 41-63. http://jurnal.fkip.unla.ac.id/index.php/educare/article/view/71
Tavassolie, T., & Winsler, A. (2018). Vygotsky’s Sociocultural Theory. The SAGE Encyclopedia of Lifespan Human Development. https://doi.org/10.4135/9781506307633.n858
Utami, C. (2015). Pembelajaran Model Generatif dengan Strategi Group Investigation untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa. Unnes Journal of Mathematics Education Research, 4(1), 26-33. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/6904
Viseu, F., & Oliveira, I. B. (2012). Open-ended tasks in the promotion of classroom communication in Mathematics. International Electronic Journal of Elementary Education, 4(2), 287-300.
Vygotsky, L. S. (1978). Mind in the society: the development of higher mental process. Harvard University Press. Cambridge, MA.
Wendy, P. (2019). Writing About Math. https://www.educationworld.com/a_curr/mathchat/mathchat014.shtml
How to Cite
Copyright (c) 2022 Vietnam Journal of Education
This work is licensed under a Creative Commons Attribution 4.0 International License.