Student Name: Thomas GroveI.D. Number: 22661727Programme: PGCE (Primary)
Vygotsky (1978) believed that during the construction of knowledge two complementaryframeworks are in operation, a dual stage process of internalisation: ‘Every function in the child’s cultural development appears twice: first on the social level,and later, on the individual level; first, between people (interpsychological), and then insidethe child (intrapsychological). This applies equally to voluntary attention, to logical memoryand to the formation of concepts. All the higher functions originate as actual relationsbetween human individuals.’ (Vygotsky, 1978: 57)This assignment will review the assessment data, literature, and research on grouping by genderand how this influences attainment within the mathematics classroom, with specific reference tosocial constructivism based on a Vygotskian theory of mind, however, I personally believe it wouldbe appropriate to initially review the extensive research on gender differences in mathematicslearning and achievement, and investigate the supposed existence of a ‘gender gap’. This criticalreview will challenge the assumption that there is a difference between boys and girls that makesboys predisposed to do better in mathematics; that there is an intrapsychological differencebetween males and females that influences the construction of knowledge and cognitivedevelopment in mathematics, as defined by Vygotsky (1978). This initial review will be constructedin a clear and concise manner with relevant and appropriate research to provide a firm foundationfor, and consequently support, the critical review on grouping by gender and how this influencesattainment within the mathematics classroom.At this point, the assignment will progress and review the assessment data, literature, and researchon grouping by gender and how this influences attainment within the mathematics classroom, withspecific reference to social constructivism from a Vygotskian theory of mind, and investigate thesupposed negative relationship between group size and mathematics learning and achievement.This critical review will investigate the hypothesis that the difference in learning styles of boys andgirls influences mathematics learning and achievement in groups of different gender composition;that the intrapsychological difference between males and females influences the interpsychologicalconstruction of knowledge and cognitive development in mathematics, as defined by Vygotsky(1978).Assignment 1.1.