Creating contexts for involvement in mathematics.

Turner, Julianne C.; Meyer, Debra K.; Cox, Kathleen E.; Logan, Candice; Dicintio, Matthew J.; Thomas, Cynthia T.

doi:10.1037/0022-0663.90.4.730

Cited by 183 publications

(119 citation statements)

References 43 publications

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“…Certain authors have suggested, for example, that the learner's cognitive load is reduced with the aid of scaffolding and that this thus allows the learner to perform parts of a task that he or she would otherwise not be able to perform (e.g., Myhill and Warren 2005;Turner et al 1998;Van Merriënboer et al 2003). According to Goodwin (2001; cited in Myhill & Warren, p. 68), teachers "lend their mental capacities to learners in order to support and shape learning.…”

Section: Characterizations Of Scaffoldingmentioning

confidence: 99%

Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

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Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.Keywords Scaffolding . Teacher-student interaction . Review . Primary and secondary educationThe concept of scaffolding has received a great deal of attention in educational research over the past few decades. An abundance of research on scaffolding in different contexts is thus the result. Scaffolding highlights one of the key aspects of children's learning, namely that it is often "guided by others" (Stone 1998a, p. 351).Scaffolding is typically associated with the socio-cultural theory of Vygotsky. Wood et al. (1976) adopted the scaffolding metaphor to explain the role that adults can play in joint problem-solving activities with children. Borrowed from the field of construction, where a scaffold is a temporary structure erected to help with the building or modification of another structure, the use of scaffolding as a metaphor within the domain of learning refers to the Educ Psychol Rev (2010) 22:271-296 DOI 10.1007 J. van temporary support provided for the completion of a task that learners otherwise might not be able to complete. This support can be provided in a variety of manners that for example includes modeling and the posing of questions for different subjects (e.g., science, social studies) at different ages. Stone (1993) described a Vygotskian-inspired analysis of scaffolding. According to Vygotsky, learning first takes place on a social (intermental) level before it takes place on an individual (intramental) level. In Stone's view, the student is not a passive participant in teacher-student interaction but scaffolding is seen as a fluid, interpersonal process in which both participants are active participants. Both participants actively build common understanding or intersubjectivity through communicative exchanges in which the student learns from the perspective of the more knowledgeable other.Because scaffolding is such a dynamic intervention finely tuned to the learner's ongoing progress, the support given by the teacher during scaffolding strongly depend...

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Section: Characterizations Of Scaffoldingmentioning

confidence: 99%

Scaffolding in Teacher–Student Interaction: A Decade of Research

2010

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“…Studies based on motivational theories show that simply providing students with challenging tasks is not enough to motivate them to engage in insightful learning processes; rather, they need to be supported and scaffolded in their learning activities (Pintrich, Marx, & Boyle, 1993;Stefanou, Perencevich, DiCintio, & Turner, 2004;Turner et al, 1998). The ongoing monitoring of difficulties and Teachers' Knowledge and Student Progress calibrated support that addresses students' difficulties while respecting their autonomy not only foster students' motivation but are essential components of powerful learning environments in terms of cognitive outcomes (Greeno, Collins, & Resnick, 1996;Puntambekar & Hübscher, 2005).…”

Section: The Differential Implications Of Ck and Pck For Teaching Andmentioning

confidence: 99%

Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Baumert

Kunter

Blum

et al. 2010

American Educational Research Journal

1,472

927

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In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers' pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students' learning gains that was mediated by the provision of cognitive activation and individual learning support. American Educational Research Journal March 2010, Vol. 47, No. 1, pp. 133-180 DOI: 10.3102/0002831209345157 Ó 2010 AERA. http://aerj.aera.netat Max Planck Ins on July 27, 2011 http://aerj.aera.net Downloaded from KEYWORDS: teacher knowledge, teacher education, mathematics, instruction, cognitive activation, hierarchical modeling with latent variables S ince Lee Shulman's presidential address at the 1985 American Educational Research Association meeting-in which Shulman went beyond the generic perspective of educational psychology, emphasizing the importance of domain-specific processes of learning and instruction-educational research JÜ RGEN BAUMERT is a co-director at Max Planck Institute for Human Development, Center for Educational Research, Lentzeallee 94, 14195 Berlin, Germany; e-mail: sekbaumert@mpib-berlin.mpg.de. His research interests include research in teaching and learning, cultural comparisons, large-scale assessment, and cognitive and motivational development in adolescence. MAREIKE KUNTER is a research scientist at Max Planck Institute for Human Development, e-mail: kunter@mpib-berlin.mpg.de. Her research interests include teacher research, motivational processes in the classroom, and assessment of instructional processes. WERNER BLUM is a professor of mathematics education at University of Kassel, e-mail: blum@mathematik.uni-kassel.de. His research interests include empirical research on instructional quality in mathematics, national and international comparison studies in mathematics, approaches to application, modeling, and proofs in mathematics instruction. MARTIN BRUNNER is an associate professor at University of Luxembourg, e-mail: martin.brunner@uni.lu. His research interests include research on cognitive abilities, achievement, and achievement motivation by means of modern measurement models. THAMAR VOSS is a predoctoral research fellow at Max Planck Institute for Human Development, e-mail: voss@mpib-berlin.mpg.de. Her research interests include research on instruction and learning, teacher research, and teacher beliefs. ALEXANDER JORDAN is an academic staff member at University of Biel...

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“…The two final conclusions are of greater interest taking into account that the teaching staff has a considerable capacity to promote and improve work activity and behaviour in the students (Colquitt et al 2000;Kerrsen-Grip et al 2003;Moreno et al 2004;Turner et al 1998).…”

Section: Insert Tablementioning

confidence: 99%

Validity of academic work indicators in the projected European Higher Education Area

Cervantes

Moreno

2007

High Educ

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The final publication is available at Springer via http://dx.doi.org/10.1007/s10734-005-4507-4The competencies achieved, the quantity and distribution of the time employed, and the activities carried out by the student are fundamental elements of the future European Higher Education Area. The present study explores, in a specific course, the current level of some indicators of such elements and their validity. The results highlight the irrelevance of the temporal aspects with respect to final performance, and the relevance of the academic work activities to performance over the length of the course. Each indicator is discussed, and it is intended to further those which result to be relevant for the success of the student in the future, and to limit those temporal elements to a mere function of organization of the universities

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Creating contexts for involvement in mathematics.

Cited by 183 publications

References 43 publications

Scaffolding in Teacher–Student Interaction: A Decade of Research

Scaffolding in Teacher–Student Interaction: A Decade of Research

Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

Validity of academic work indicators in the projected European Higher Education Area

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