Scaffolding small groups’ mathematics learning
Sharon Calor |
Scaffolding small groups’ mathematics learning
Verdediging proefschrift UvA, 10 april 2024, 14:00 |
Abstract (een van de deelstudies, 2021)
| Background | Supporting students during collabora- tive learning in mathematics is challenging for tea- chers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue inde- pendently, and transferring responsibility for learning to the group. |
| Method |
We investigated whether the scaffolding behavior of teachers using the SGS-Tool was more adapted to the group level than that of teachers not using the tool. Participants were four teachers and their seventh grade classes. The topic was Early Algebra. We analyzed teachers’ scaffolding behavior with one group during five lessons. Findings: The SGS-Tool offered teachers support when the groups discussed mathematics, but adapta- tions of the tool are needed. Overall, the SGS-Tool seems to be a promising tool for supporting mathe- matics teachers in scaffolding groups at the group level. |
| Contribution | Our study provides insight into what scaffolding small groups at the group level entails and how teachers can apply it. |
Verwijzingen
- 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.
- Webinar van Sharon Calor uit 2022
- Scaffolding
