TY - JOUR
T1 - Whole-class scaffolding for learning to solve mathematics problems together in a computer-supported environment
AU - Abdu, Rotem
AU - Schwarz, Baruch
AU - Mavrikis, Manolis
N1 - Publisher Copyright:
© 2015, FIZ Karlsruhe.
PY - 2015/11/1
Y1 - 2015/11/1
N2 - We investigate teachers’ practices in a whole-class context when they scaffold students’ learning in situations where students use technologies that facilitate group learning to solve mathematical problems in small groups. We describe teachers’ practices in order to evaluate their contribution to Whole-Class Scaffolding in the context of a course that was meant to facilitate learning to solve mathematical problems in small groups. Sixteen and twenty four junior high students took part in two iterations of a design research correspondingly. We identify six teacher practices. These practices include: (1) Presenting strategy-oriented problems in order to familiarize students with mathematical problem solving strategies and heuristics; (2) Decomposing a problem into stages; (3) Modelling the use of the dedicated technologies; (4) Preliminary Learning to Learn Together (L2L2) talk; (5) Routine L2L2 talk; and (6) Summative L2L2 talk. We conclude that scaffolding learning to solve mathematical problem together in a whole-class context is feasible with suitable technologies. This study also provides insights on the Whole-Class Scaffolding theory and on the ways group learning could enhance students’ ability to solve mathematical problems individually.
AB - We investigate teachers’ practices in a whole-class context when they scaffold students’ learning in situations where students use technologies that facilitate group learning to solve mathematical problems in small groups. We describe teachers’ practices in order to evaluate their contribution to Whole-Class Scaffolding in the context of a course that was meant to facilitate learning to solve mathematical problems in small groups. Sixteen and twenty four junior high students took part in two iterations of a design research correspondingly. We identify six teacher practices. These practices include: (1) Presenting strategy-oriented problems in order to familiarize students with mathematical problem solving strategies and heuristics; (2) Decomposing a problem into stages; (3) Modelling the use of the dedicated technologies; (4) Preliminary Learning to Learn Together (L2L2) talk; (5) Routine L2L2 talk; and (6) Summative L2L2 talk. We conclude that scaffolding learning to solve mathematical problem together in a whole-class context is feasible with suitable technologies. This study also provides insights on the Whole-Class Scaffolding theory and on the ways group learning could enhance students’ ability to solve mathematical problems individually.
KW - Computer-supported collaborative learning
KW - Learning to learn together
KW - Mathematical problem solving
KW - Whole-class scaffolding
UR - http://www.scopus.com/inward/record.url?scp=84947425824&partnerID=8YFLogxK
U2 - 10.1007/s11858-015-0719-y
DO - 10.1007/s11858-015-0719-y
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AN - SCOPUS:84947425824
SN - 1863-9690
VL - 47
SP - 1163
EP - 1178
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
IS - 7
ER -