The Korea Society Of Educational Studies In Mathematics

Current Issue

Journal of Educational Research in Mathematics - Vol. 29 , No. 2

[ 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

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