Teacher Guidance in an Exploratory Mathematics Class.

Autor/inn/en	Li, Bey-bey; Adams, Verna M.
Titel	Teacher Guidance in an Exploratory Mathematics Class.
Quelle	(1995), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Communication; Concept Formation; Grade 7; Grade 8; Junior High School Students; Junior High Schools; Mathematics Instruction; Middle Schools; Probability; Scaffolding (Teaching Technique); Teaching Methods + Suchen Sie Ihr Suchwort? Klassengespräch; Concept learning; Begriffsbildung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper is concerned with understanding how a scaffolding process is utilized in the natural setting of a middle-school mathematics class. Wood, Bruner, & Ross (1976) characterize scaffolding as a learning process of a novice which is assisted and dominated by the adult. Rogoff and Gardner (1984) also point out that "to make messages sufficiently redundant" is one way to provide scaffolding. This study examined classroom discourse when a new topic was introduced to the class. The teacher connected a new topic (combinations) to old content (permutations). He used abundant, similar, but slightly changed examples as referents to help the students attach meaning to symbols for permutations and then began to turn over the discourse to the students to support their development of that new content. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC