Teachers’ temporary support and worked-out examples as elements of scaffolding in mathematical modeling

Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries

“…Furthermore, only very few could be classified as adaptive and diagnosis based (Tropper et al 2015). However, further studies (such as Link 2011;Stender and Kaiser 2015) did not confirm these results.…”

“…Altogether, the examples' potential for helping students to work on modelling problems on their own became obvious. In contrast to the potential support of a teacher, examples can only provide solutions at a strategic level (Tropper et al 2015).…”

Scaffolding and dialogic teaching in mathematics education: introduction and review

“…Artefacts can play an important role in the whole system of teaching and learning. It is therefore that scaffolds are best considered to be mediators of scaffolding (Davis & Miyake, 2004) in line with the idea of distributed scaffolding and the synergy between different types of scaffolding (Tabak, 2004;Tropper et al 2015).…”

“…Hard scaffolds are static ones given beforehand. Among the successful hard scaffolds are solution plans (Schukajlow et al, 2015), proof flow charts (Miyazaki et al, this issue) and worked-out examples (Tropper et al, 2015). Soft scaffolds are dynamic and used on-the-fly.…”

“…Such levels or layers of scaffolding and the interaction between them are worth further investigation. It has been argued that synergy between different ways of scaffolding is required (Tropper et al, 2015), but little is known how this should be done.…”