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The zone of proximal development can be applied as an umbrella over the entire GRR model. Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process. Teachers may offer more challenging material to high-achieving students, and assist lower-achieving students in needs-based groups.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Thinking Maths: The curriculum materials of the Cognitive Acceleration through Mathematics Education (CAME) project - Teacher's Guide. London: CAME Project/King's College. Adhami, M., Robertson, A., & Shayer, M.(2004). Let's Think Through Maths!: Developing thinking in mathematics with five and six-year-olds. London: nferNelson
In mathematics, proximal development uses mathematical exercises for which students have seen one or more worked examples. In secondary school some scaffolding is provided, and generally much less at the tertiary level. Ultimately students must find library resources or a tutor when presented with challenges beyond the zone.
Mathematics has a remarkable ability to cross cultural boundaries and time periods. As a human activity, the practice of mathematics has a social side, which includes education, careers, recognition, popularization, and so on. In education, mathematics is a core part of the curriculum and forms an important element of the STEM academic disciplines.
Similarly, history lesson plans focus on content (historical accuracy and background information), analytic thinking, scaffolding, and the practicality of lesson structure and meeting of educational goals. [6] School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.
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