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European Early Childhood Education Research Journal Volume 28, 2020 - Issue 3

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Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics

Svanhild BreiveDepartment of Mathematical Sciences, University of Agder, Kristiansand, NorwayCorrespondence[email protected]

Pages 413-423 | Published online: 24 Apr 2020

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https://doi.org/10.1080/1350293X.2020.1755498
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Citations (8)

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Articles from other publishers (8)

Nizaruddin, Imam & Imam Kusmaryono*. (2023) Transforming Students’ Pseudo-Thinking Into Real Thinking in Mathematical Problem Solving. International Journal of Educational Methodology 9:3, pages 477-491.
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Julia Rodríguez-Carrillo, Rosario Mérida-Serrano & Mª Elena González Alfaya. (2022) Educación infantil y calidad docente. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico, pages 1-19.
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Chenwei Hu & Kenneth Y T Lim. (2022) Exploring Constraints on Dialogic Interaction in Immersive Environments Arising from COVID-19 Protocols. Exploring Constraints on Dialogic Interaction in Immersive Environments Arising from COVID-19 Protocols.

Kristy Timmons, Amanda Cooper, Heather Braund & Emma Bozek. 2022. The Impact of COVID-19 on Early Childhood Education and Care. The Impact of COVID-19 on Early Childhood Education and Care 421 440 .

Robert James Thomas, Gareth Reginald Terence White & Anthony Samuel. (2021) What are the social and personal drivers to engage in co-creation? A study of UK 7–13-year-olds. Young Consumers 22:2, pages 202-218.
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Imam Kusmaryono, Jupriyanto Jupriyanto & Widya Kusumaningsih. (2021) Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction. European Journal of Educational Research 10:1, pages 341-351.
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Kingsley Okoye, Samira Hosseini, Arturo Arrona-Palacios & Jose Escamilla. (2021) Impact of Educational Coaching Programs and Mentoring Services on Users’ Perception and Preferences: A Qualitative and Quantitative Approach. IEEE Access 9, pages 48105-48120.
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Robyn Jorgensen & Mellony GravenRobyn Jorgensen & Mellony Graven. 2021. Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings. Merging Numeracy with Literacy Practices for Equity in Multilingual Early Year Settings 37 57 .

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