Scaffolding small groups’ mathematics learning
Sharon Calor |
Scaffolding small groups’ mathematics learning, thesis
UvA, 10 april 2024, 14:00 S. M. Calor. (2024). Scaffolding small groups’ mathematics learning (PDF), Faculty of Social and Behavioural Sciences (FMG) (pp. 198). Amsterdam: University of Amsterdam. Centrale vraag: |
Abstract
This dissertation addresses how teachers can guide student collaboration in mathematics. Group discussions in mathematics contribute to student learning. However, when groups get stuck, some kind of content help is needed to get the discussion back on track. Teachers tend to find supporting these small groups difficult. Consequently, this dissertation aimed to develop and test a tool designed to help teachers provide scaffolding on the level of the group, i.e., adapt their support according to group needs. The main research question was the following: What is the effect of small-group scaffolding on the quality of mathematical discussions, and does it raise the mathematical knowledge level of students in seventh-grade early algebra classes? The first study focused on designing early algebra lessons to evoke mathematical discussions. Subsequently, a small-group scaffolding tool (SGS-Tool) was developed in the second study. In particular, this SGS-Tool assists teachers in deciding whether to give content support (when a group gets stuck) or process support, i.e., stimulating the group to continue the discussion among themselves. The effectiveness of this tool was tested in a quasi-experimental design. The results showed that the use of the SGS-Tool improved the teachers’ group scaffolding. Finally, another quasi-experimental study evaluated the effect of small-group scaffolding at the group level. The results revealed that small-group scaffolding not only improved the quality of mathematical discussions but also enhanced students’ mathematical knowledge. This dissertation demonstrates that the SGS-Tool is a powerful tool that can help teachers effectively scaffold student groups at the group level.
Verwijzingen
- S. M. Calor. (2024). Scaffolding small groups’ mathematics learning (PDF), FacultyFaculty of Social and Behavioural Sciences (FMG) (pp. 198). Amsterdam: University of Amsterdam.
- S. Calor, R. Dekker, J. P. Van Drie and M. L. L. Volman. (2021). Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions (PDF) Journal of the Learning Sciences, 2022(1-39) doi:10.1080/10508406.2021.2024834.
- Calor, S. M., Dekker, R., van Drie, J. P., Zijlstra, B. J. H., & Volman, M. L. L. (2020). “Let us discuss math”; Effects of shift‐problem lessons on mathematical discussions and level raising in early algebra. Mathematics Education Research Journal, 32(4), 743–763. https:// doi.org/10.1007/s13394-019-00278-x
- Webinar van Sharon Calor uit 2022
- Scaffolding
