HOME | Browse Archives | About | For Contributors | E-submission |

Sorry.

You are not permitted to access the full text of articles.

If you have any questions about permissions,

please contact the Society.

죄송합니다.

회원님은 논문 이용 권한이 없습니다.

권한 관련 문의는 학회로 부탁 드립니다.

Journal of Educational Research in Mathematics -
Vol. 29 ,
No. 4

[ Article ] | |

Journal of Educational Research in Mathematics - Vol. 29, No. 2, pp.301-319 | |

Abbreviation: JERM | |

ISSN: 2288-7733 (Print) 2288-8357 (Online) | |

Print publication date 31 May 2019 | |

Received 10 Apr 2019 Reviewed 07 May 2019 Accepted 16 May 2019 | |

DOI: https://doi.org/10.29275/jerm.2019.5.29.2.301 | |

An Analysis of Characteristics and Strategies of Scaffolding in Mathematics Classroom: A Case of a Middle School Teacher | |

Lee, Eun-Jung ^{*}
| |

*Lecturer, Chuncheon National University of Education, South Korea (mymel13@daum.net) | |

Abstract

Scaffolding is considered as an interactive system that enables a learner to accomplish a task which the leaner would otherwise fail to complete without the support of a teacher or more competent peer. As teaching and learning perspectives shift from knowledge delivery through teacher’s one-sided explanation to knowledge construction through teacher-student interaction, we need to understand how students learn from their teacher or peers during classroom discussion. Scaffolding may be useful in analyzing teacher-student interactions during discussion with the entire class. This paper investigated the characteristics of scaffolding which occurred during whole class discussion in middle school mathematics classroom in regards to analytic and social scaffolding, and also analyzed the teacher's strategies that were employed to offer analytic and social scaffolding. On the basis of these findings, implications for scaffolding in whole class discussion were discussed.

Keywords: analytic scaffolding, social scaffolding, scaffolding strategies, whole class discussion |

References

1. |
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. |

2. |
Bakker, A., Smit, J. & Wegerif, R. (2015): Scaffolding and dialogic teaching in mathematics education: Introduction and review. ZDM Mathematics Education, 47(7), 1047-1065 |

3. |
Baxter, J. A., & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: Managing the dilemma of telling. Journal of Mathematics Teacher Education, 13(1), 7-26. |

4. |
Byun, W. I., & Hwang, H. J. (2018). The establishment of the scaffolding type and the execution on experimental instruction. Communications of Mathematical Education, 32(4), 495-517. |

5. |
Cho, M. K., & Kim, M. K. (2016). A study on peer instructions according to a teacher’s scaffolding in ill-structured mathematical problem solving. The Journal of Elementary Education, 29(4), 227-255. |

6. |
Choi, S. O., & Chong, Y. O. (2005). On an analysis of mathematics instruction by scaffolding. Journal of Educational Research in Mathematics, 15(1), 57-74. |

7. |
Drageset, O. G. (2014). Redirecting, progressing, and focusing actions-a framework for describing how teachers use students’ comments to work with mathematics. Educational Studies in Mathematics, 85(2), 281-304. |

8. |
Gonzalez, G., & DeJarnette, A. F. (2015). Teachers’ and students’ negotiation moves when teachers scaffold group work. Cognition and Instruction, 33(1), 1-45. |

9. |
Henningsen, M., & Stein, M. (1997). Mathematical tasks and students cognition: classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematical Education, 28(5), 524-549. |

10. |
Lobato, J., Clarke, D., & Ellis, A. (2005). Initiating and eliciting in teaching: A reformulation of telling. Journal for Research in Mathematics Education, 36, 101-136. |

11. |
Mata-Pereira, J., & da Ponte, J. P. (2017). Enhancing students’ mathematical reasoning in the classroom: Teacher actions facilitating generalization and justification. Educational Studies in Mathematics, 96((2), 169-186. |

12. |
Nathan, M. J., & Knuth, E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 21(2), 175-207. |

13. |
Smit, J., Van Eerde, H. A. A., & Bakker, A. (2013). A conversation of whole-class scaffolding. British Educational Research Journal, 39(5), 817-834. |

14. |
Speer, N. M., & Wagner, J. F. (2009). Knowledge needed by a teacher to provide analytic scaffolding during undergraduate mathematics classroom discussions. Journal for Research in Mathematics Education, 40(5) 530-562. |

15. |
Sullivan, P. A., Clarke, D. M., & Clarke, B. A. (2009). Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching, Mathematics Education Research Journal, 21(1), 85-105. |

16. |
Vygotsky, L. S. (2011). 생각과 말, (배희철, 김용호 역). 서울: 살림터. (러시아초판 1934년, 영어초판 1986년 출판). |

17. |
Williams, S. R., & Baxter, J. A. (1996). Dilemmas of discourse oriented teaching in one middle school mathematics classroom. The Elementary School Journal, 97(1), 21-38. |

18. |
Wood, T. (1998). Alternative patterns of communication in mathematics classes: Funneling or focusing? In H. Steinbring, M. G. Bartolini Bussi, & A. Sierpinska (Eds.), Language and Communication in the Mathematics Classroom (pp. 167-178). Reston, VA: National Council of Teachers of Mathematics. |

19. |
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. |

Copyright ⓒ statement 2012, Korean Society of Educational Studies in Mathematics All Rights Reserved.

Submitting manuscripts for peer review as well as other correspondences can either be made via online by an email (ksesm@daum.net) or sending a mail at Secretariat of

Journal of Educational Research in Mathematics, #1305 Daewoo The'O Ville, 115 Hangang-daero, Yongsan-gu, Seoul, 04376, Republic of Korea (Tel: +82‐2‐797‐7780, Fax: +82‐2‐797‐7750).

Submitting manuscripts for peer review as well as other correspondences can either be made via online by an email (ksesm@daum.net) or sending a mail at Secretariat of

Journal of Educational Research in Mathematics, #1305 Daewoo The'O Ville, 115 Hangang-daero, Yongsan-gu, Seoul, 04376, Republic of Korea (Tel: +82‐2‐797‐7780, Fax: +82‐2‐797‐7750).