Whole-class scaffolding for learning to solve mathematics problems together in a computer-supported environment

Scaffolding and dialogic teaching in mathematics education: introduction and review

“…The same argument is made in the article by Abdu et al (2015). In this study the focus is on the impact of technological and teacher scaffolding for Learning to Learn Together in mathematics.…”

“…Soft scaffolds are dynamic and used on-the-fly. As many articles testify, technology can be sometimes used as soft scaffolds, for example to promote dialogue among students or future teachers (Abdu et al, 2015). But it can also be used for mathematical exploration and feedback (Chase & Abrahamson, 2015;Dove & Hollenbrand, 2014;Kazak et al 2015).…”

“…Some emphasize dialogue (Abdu et al, this issue;Bell & Pape, 2012, Kazak et al, 2015Kolikant & Broza, 2011), others teacher strategies (Makar et al, 2015;Pfister et al, 2015;Stender & Kaiser, 2015), teacher practices (Abdu et al, 2015), or the specific nature of computer tools (Chase & Abrahamson, 2015;Kazak et al, 2015). The key idea behind the aforementioned artefacts (solution plans etc.)…”

“…In a similar way to Kazak et al (2015) and to Abdu et al (2015), the article by Díez-Palomar and Olivé (2015) focuses on dialogic learning in Interactive Groups while also discussing the role of the teacher in scaffolding interactions to promote dialogic learning. Díez-Palomar and Olivé sum up the complex relationship between teacher scaffolding for dialogue and 'stepping back' allowing the freedom for dialogic learning, writing that: 'the key seems to be somewhere in the middle: taking care of the children, supporting them, warning them when they go off topic, simultaneously with providing them enough freedom to discover the answers by themselves.'…”

Acting on Work Designs: Providing Support for Validation and Implementation of Envisioned Changes

“…Several authors have also examined how to scaffold collaborative articulation, in particular with focus on peer facilitation of argumentative processes. Abdu et al (2015) examine how the process of peer facilitation can be supported through scaffolding with whole-group interventions in classroom settings. Their focus consequently is on argumentative design that should prevent unguided model creation.…”