Judy, a 13-year-old girl, is poor at math. Ms. Kobes, Judy's math teacher, shares with Judy a list of math tips and tricks that she can use to become more proficient in the subject. In the context of Vygotsky's sociocultural theory, Ms. Kobes is using _________ to help the child.

Question

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Ms. Kobes is using cognitive scaffolding, which is a key aspect of Vygotsky's sociocultural theory, to help Judy improve her math skills. By providing a list of tips and tricks, Ms. Kobes is providing support for Judy's learning and helping her move toward her potential for development, which is known as the zone of proximal development.

Judy, a 13-Year-Old Girl, Is Poor at Math