Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).

Autor/in	Ferguson, Sarah
Institution	Mathematics Education Research Group of Australasia
Titel	Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012).
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Scaffolding (Teaching Technique); Educational Opportunities; Knowledge Base for Teaching; Appropriate Technology; Mathematical Concepts; Prior Learning; Teacher Response; Sequential Approach; Interviews; Teaching Methods; Cognitive Objectives; Performance Factors; Case Studies; Observation; Elementary School Students; Elementary School Teachers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Bildungsangebot; Bildungschance; Teaching theory; Theory of teaching; Unterrichtstheorie; Vorkenntnisse; Lehrerkommentar; Schrittfolge; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Kognitives Lernziel; Leistungsindikator; Case study; Fallstudie; Case Study; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Australien
Abstract	This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which impacted on the teachers' responses to scaffolding opportunities: teacher knowledge of appropriate tools and representations for particular mathematical concepts, and teacher response to student prior knowledge and understanding. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01