Scaffolding practices that enhance mathematics learning

Anghileri, Julia

doi:10.1007/s10857-006-9005-9

Cited by 256 publications

(258 citation statements)

References 7 publications

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“…It turned out that the results of this study support the previous research such that: If (1) the teacher is pleased to be patient and persistent engage students in the learning process through Elip Marc activities (Brodie, 2010), (2) is supported by the task of "word problems" challenging (Pape & Yetkin, 2003), (3) is motivated by the question that digging (Prompting Questions) and guided (Probing Question), (Jacobsen et al, 2009;McMillan, 2004), (4) and provide students the necessary scaffolding (Anghileri, 2006). (5) provide space whorksheet adequate workplace (Dragonosky, 2012), ies.ccsenet.org International Education Studies Vol.…”

Section: Resultsmentioning

confidence: 99%

“ELIP-MARC” Activities via TPS of Cooperative Learning to Improve Student’s Mathematical Reasoning

Ulya¹,

Purwanto²,

Parta³

et al. 2017

IES

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The purpose of this study is to describe and generate interaction model of learning through Elip -Marc activity via TPS cooperative learning in order to improve student's mathematical reasoning who have valid, practical and effective criteria. "Elip -Marc" is an acronym of eliciting, inserting, pressing, maintening, reflecting and confirming, an activity in the learning process have aim to improve student's mathematical reasoning. So there are three types product are developed, namely: (1) The interaction learning model, as a conceptual framework and a reference in developing the supporting device. (2) The learning device, for carrying out teaching methods and to measure the practicality and effectiveness of the interaction model and (3) The research instrument to assess the quality of the model and the device. All products are Elip-Marc activity oriented and supported by worksheet with RAT (Reasonable Answer Test) format. All products are declared valid as constructs and content by expert validator. Practicality and effectiveness criteria of the product conducted in even cemester at 2014-2015 by implementation interaction model on eight grade students of 'SMP Negeri 3 Kepanjen" Malang East Java, Indonesia on the material "Problem solving about three dimension spaces". By Analysis of the teacher's Elip-Marc activity and the response of student's in the learning process obtained conclusions that interaction model is practical and effective, so can improve student's mathematical reasoning as the intervention results in desired outcomes. So, If (1) the teacher is pleased to be patient and persistent engage students in the learning process through Elip-Marc activities, (2) and supported by the task of "word problems" challenging (3) and motivated by the question that digging (Prompting Questions) and guided (Probing Question), (4) and provide students the necessary scaffolding, (5) and provide space whorksheet adequate workplace, (5) and following the RAT steps, students were motivated to improve mathematical reasoning. However, the authors suggest that the results of this study can be adapted to the other materials in mathematics learning, and hope a lot of teacher willing to implement this model interaction.

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Section: Resultsmentioning

confidence: 99%

“ELIP-MARC” Activities via TPS of Cooperative Learning to Improve Student’s Mathematical Reasoning

Ulya¹,

Purwanto²,

Parta³

et al. 2017

IES

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“…Three layers of analysis were conducted: 1) Grounded coding of lecturers' typical teaching actions (mostly observations from the lectures) as well as use of codes from the literature used to characterize teaching practices (e.g. Anghileri 2006;Drageset 2014). 2) Teaching actions were further analyzed using the Teaching Triad (TT) (Jaworski 1994; and grouped into characteristics according to the rationale behind these actions (the rationale and the teaching goals were identified from data of interviews and group discussions).…”

Section: Characterising Teaching In Mathematics Lectures (B)mentioning

confidence: 99%

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

Jaworski

Mali

Πετροπούλου

2016

Int. J. Res. Undergrad. Math. Ed.

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This paper focuses directly on mathematics teaching practice at university level, exploring Bwhat teachers do and think daily, in class and out, as they perform their teaching work^ (Speer et al. in The Journal of Mathematical Behavior, 29, 99-114, 2010, p. 99). It is based on a small corpus of research conducted from sociocultural perspectives with qualitative and interpretative studies into mathematics teaching and the meanings it promotes for students learning mathematics. Two settings of teaching are explored: lectures and small group tutorials in which teachers are research mathematicians or mathematics educators. Analyses make use of a range of theoretical perspectives to interpret the complexities of teaching based on observations of teaching activity and interviews with teachers. Critical Theorising is seen through critical use of existing theory and construction of new theory: through the analytical process it provides insights into teaching and ways in which teaching does or can develop to promote students' meaning making in mathematics. The paper draws attention to the finer details of teaching practice and teachers' thinking that lie behind judgments such as 'traditional' or 'transmissionist'.

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“…For example, scaffolding could be used to improve teacher-learners teaching effectiveness (Anghileri, 2006;Anton & DiCamilla, 1998;Brown et al, 1993;DEST, 2004;De Guerrero & Villamil, 1994Donato, 1994;Nyikos & Hashimoto, 1997;Ohta, 1995;Siemon, & Virgona, 2003;Tudge, 1990, 1992, Walqui, 2006. Anghileri (2006) was of the view that the interactions that can be effective between the adult-teacher and the teacher-learner are also important ingredient for introducing scaffolding to support the practitioners' reflection and analysis of the teacher-learner actual classroom practices.…”

Section: Scaffoldingmentioning

confidence: 99%

The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction

Bature

Jibrin

2015

IJEMST

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This paper was designed to investigate the perceptions of four preservice mathematics teachers on the role of scaffolding in supporting and assisting them achieves quality classroom teaching. A collaborative approach to teaching through a community of practice was used to obtain data for the three research objectives that were postulated. Two methods were used to collect data for the research which include classroom observations and the reflection meetings. While the researchers adopted the grounded theory approach to collate and discuss the data collected for the study. The findings of the study suggested that the researchers uses varied approaches to provide scaffolding to the teachers and the teachers' perception of the role of scaffolding was positive as they view scaffolding as providing the opportunity to observe one another's strength and weaknesses. It also provided opportunity for them to discuss, dialogue, debate and criticize one another's thoughts in the process of achieving quality classroom instruction. In conclusion the researchers suggested that scaffolding could be a useful approach to helping teachers achieve quality classroom teaching and to having positive perceptions to teaching in general. The researchers therefore, recommend that the adoption of scaffolding strategies to Nigerian mathematics classroom could help improve the teaching of mathematics.

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Scaffolding practices that enhance mathematics learning

Cited by 256 publications

References 7 publications

“ELIP-MARC” Activities via TPS of Cooperative Learning to Improve Student’s Mathematical Reasoning

“ELIP-MARC” Activities via TPS of Cooperative Learning to Improve Student’s Mathematical Reasoning

Critical Theorising from Studies of Undergraduate Mathematics Teaching for Students’ Meaning Making in Mathematics

The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction

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