The near-end development zone is the gap between what students can do independently and what they might do with the help of “knowledgeable others”. Vygotsky’s definition of the near-end development region is as follows: “The near-end development region is between the actual level of development determined by independent problem-solving and the potential level of development as determined by adult-oriented problem solving or with more capable cooperation to solve problems. The distance in the near-end development area, learners are close to developing new skills or knowledge, but they need help and encouragement. For example, imagine that the student has just mastered the basic supplement. At this point, the basic subtraction may enter the proximal developmental area. This means that they have the ability to learn subtraction and are likely to be able to grasp it with guidance and support. However, algebra may not be in the near-end development area of this student, because mastering algebra requires understanding many other basic concepts. According to Vygotsky The near-end development zone provides learners with the best opportunity to acquire new skills and knowledge, so after mastering the supplement, students should learn subtraction rather than algebra. Vygotsky points out that the child’s current knowledge is not equivalent. In their proximal developmental zone, two children may get access to their knowledge The same score (for example, to prove their knowledge level is 8 years old), but there are different scores in the ability to test their problem-solving (whether adult help).