Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction

<p style="text-align: justify;">This article highlights the main ideas that underlie differences in potential pragmatic knowledge constructs students experience when solving problems, between zone of proximal development (ZPD) and construction (ZPC). This qualitative research is based on a phenomenological approach to finding meaning things are fundamental essential from ZPD ZPC phenomena. Researchers observed mathematics learning by teacher 24 fourth-grade who were divided into groups A (high IQ) B (low IQ). Data collection through tests, observation, interviews. While validity data done triangulation methods sources. The results showed Upper (A) group had high IQ but small ZPC. In contrast, Lower (B) have low large result means intelligence (IQ) measured not only logically-mathematically also verbal-linguistic spatial-visual fields. conclusion there students' zone. difference occurs because previously an effect accommodation process schemes built while where scaffolding works. Meanwhile, (ZPC) sufficient describe real students. However, it reflects what accomplished.</p>