Scaffolding and dialogic teaching in mathematics education: introduction and review

Bakker, Arthur; Smit, Jantien; Wegerif, Rupert

doi:10.1007/s11858-015-0738-8

Cited by 117 publications

(82 citation statements)

References 93 publications

(127 reference statements)

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“…By negotiating ideas, students expand their mathematical meaning and they will be equipped to think creatively to take mathematics further in a dialogic approach (Bakker et al, 2015;Barwell, 2016). Students need to learn specific AL features before they can join the whole class mathematical discourse in a proper way (Bailey, 2007;O'Malley & Chamot, 1994;Sfard, 2012;Stein et al, 2008).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Barwell (2016) argues that through the multiple discourses that take place in the dialogic approach, where students reach understanding instead of a right answer by negotiating ideas, mathematical meaning emerges. Besides expanding their mathematical meaning, students will be equipped to think creatively to take mathematics further in a dialogic approach (Bakker, Smit, & Wegerif, 2015). Dialogic talk clarifies how students learn and it can be used by teachers to encourage students to account for their answers, engaging them in a dialogic process (Dièz-Palomar & Cabré Olivé, 2015).…”

Section: Instructional Methodsmentioning

confidence: 99%

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Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dokter¹,

Aarts²,

Kurvers³

et al. 2017

L1 Educational Studies in Language and Literature

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Mastering academic language (AL) by elementary school students is important for achieving school success. The extent to which teachers play a role in stimulating students' AL development may differ. Two types of AL stimulating behavior are distinguished: aimed at students' understanding and at triggering students' production of AL. As mathematics requires abstract language use, AL occurs frequently. The instructional methods teachers use during mathematics instruction may offer different opportunities for AL stimulating behavior. In our first study, based on expert opinions, instructional methods were categorized according to opportunities they offer for stimulating students' AL development. In the second study, video-observations of mathematics instruction of elementary school teachers were analyzed with respect to AL stimulating behavior and instructional methods used. Results showed that actual AL stimulating behavior of teachers corresponds to the expert opinions, except for behavior shown during task evaluation. Teachers differ in time and frequency of their use of instructional methods and therefore in opportunities for stimulating AL development. Four teaching profiles, reflecting different AL stimulating potential, were constructed: 'teacher talking', 'balanced use of methods', 'getting students at work' and 'interactive teaching'. Teachers showed more types of behavior aimed at students' AL understanding than at production.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Instructional Methodsmentioning

confidence: 99%

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Dokter¹,

Aarts²,

Kurvers³

et al. 2017

L1 Educational Studies in Language and Literature

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show abstract

“…Actualmente existe un interés cada vez más marcado sobre el papel que juegan las interacciones y el diálogo en el aprendizaje de las matemáticas (Bakker, Smit & Wegerif, 2015). ¿Cuáles son las estrategias, las metáforas, que utilizan maestros/as y estudiantes aventajados para explicar las nociones matemáticas?…”

Section: Las Matemáticas Dialógicasunclassified

Matemáticas Dialógicas. ‘Yo soy de mates’

Díez-Palomar

2017

Model. Sci. Educ. Learn.

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En este artículo se hace una presentación del enfoque de las matemáticas dialógicas a través de tres actuaciones educativas deéxito (AEE): los grupos interactivos, la formación en matemáticas de familiares, y las tertulias matemáticas dialógicas. El objetivo es ilustrar a través de tres ejemplos cómo funcionan dichas AEE, que los estudios previos han demostrado que contribuyen a mejorar los aprendizajes de las matemáticas. Se concluye que el enfoque del análisis de las interacciones abre las puertas a comprender mejor cómo aprendemos matemáticas, y la creación de espacios dialógicos basados en dichas contribuciones puede ser una oportunidad para mejorar las puntuaciones de matemáticas de nuestros estudiantes. In this article I introduce the dialogic mathematics approach, drawing on three successful educational actions (SEAs): interactive groups, family involvement in mathematics, and dialogic mathematics gatherings. The main aim is to illustrate through these examples how SEAs, which previous studies have proved that contribute to improve mathematics learning, work. I conclude that looking at interactions may open the floor to better understand how we learn mathematics, while the creation of dialogic spaces based on such contributions may also be an opportunity to improve students' mathematics achievement.

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“…Scaffolding (Wood et al 1976) refers to temporary help that is provided by a more knowledgeable other to help a learner perform a task. The use of the scaffolding concept has been extended to a variety of settings including mathematics education (Bakker et al 2015;Bickmore-Brand and Gawned 1990). A consequence of this widening of the concept's scope is that scaffolding can be distributed not only across agents such as teachers, design, and artifacts, but also to the whole-class setting ).…”

Section: Features Of the Required Languagementioning

confidence: 99%

Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs

et al. 2016

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The importance of language in mathematics learning has been widely acknowledged. However, little is known about how to make this insight productive in the design and enactment of language-oriented mathematics education. In a design-based research project, we explored how language-oriented mathematics education can be designed and enacted. We drew on genre pedagogy to promote student proficiency in the language required for interpreting line graphs. In the intervention, the teacher used scaffolding strategies to focus students' attention on the structure and linguistic features of the language involved in this particular domain. The research question addressed in this paper is how student proficiency in this language may be promoted. The study comprised nine lessons involving 22 students in grades 5 and 6 (aged 10-12); of these students, 19 had a migrant background. In light of the research aim, we first describe the rationale behind our design. Next, we illustrate how the design was enacted by means of a case study focusing on one student in the classroom practice of developing proficiency in the language required for interpreting line graphs. On the basis of pre-and posttest scores, we conclude that overall their proficiency has increased. Together, the results indicate that and how genre pedagogy may be used to help students become more proficient in the language required in a mathematical domain.

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Scaffolding and dialogic teaching in mathematics education: introduction and review

Cited by 117 publications

References 93 publications

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Stimulating students’ academic language. Opportunities in instructional methods in elementary school mathematics

Matemáticas Dialógicas. ‘Yo soy de mates’

Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs

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