TY - JOUR
T1 - Contingent teaching to low-achieving students in mathematics
T2 - challenges and potential for scaffolding meaningful learning
AU - Broza, Orit
AU - Kolikant, Yifat Ben David
N1 - Publisher Copyright:
© 2015, FIZ Karlsruhe.
PY - 2015/11/1
Y1 - 2015/11/1
N2 - The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS through a combination of learning in context, interactive computerized activities, and contingent teaching. Using microgenetic analysis of lesson transcripts, videotaped computer activities and worksheets, and data from teachers’ and students’ pre- and post-program interviews, we traced the learning processes of 11 fifth grade LAS over 2 months in which they studied the subtraction of decimal numbers. Our findings reveal that nine of the LAS showed evidence of meaningful strategy construction and use. However, their learning processes were inconsistent and difficult to predict, and were characterized by progressions and regressions, as demonstrated in two case studies. Theoretical and pedagogical implications related to scaffolding are discussed.
AB - The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and to highlight the challenges their characteristics pose for scaffolding, in particular for its adaptive core: contingent teaching. The setting was an extracurricular program for teaching meaningful mathematics to LAS through a combination of learning in context, interactive computerized activities, and contingent teaching. Using microgenetic analysis of lesson transcripts, videotaped computer activities and worksheets, and data from teachers’ and students’ pre- and post-program interviews, we traced the learning processes of 11 fifth grade LAS over 2 months in which they studied the subtraction of decimal numbers. Our findings reveal that nine of the LAS showed evidence of meaningful strategy construction and use. However, their learning processes were inconsistent and difficult to predict, and were characterized by progressions and regressions, as demonstrated in two case studies. Theoretical and pedagogical implications related to scaffolding are discussed.
KW - Complex learning processes
KW - Contingent teaching
KW - Low-achieving students
KW - Scaffolding
UR - http://www.scopus.com/inward/record.url?scp=84947419250&partnerID=8YFLogxK
U2 - 10.1007/s11858-015-0724-1
DO - 10.1007/s11858-015-0724-1
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
AN - SCOPUS:84947419250
SN - 1863-9690
VL - 47
SP - 1093
EP - 1105
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
IS - 7
ER -