Low Achieving Eighth Graders Learn to Crack Word Problems: A Design Research Project for Aligning a Strategic Scaffolding Tool to Students' Mental Processes

Autor/inn/en	Prediger, Susanne; Krägeloh, Nadine
Titel	Low Achieving Eighth Graders Learn to Crack Word Problems: A Design Research Project for Aligning a Strategic Scaffolding Tool to Students' Mental Processes
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 6, S.947-962 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0702-7
Schlagwörter	Grade 8; Low Achievement; Word Problems (Mathematics); Mathematics Instruction; Instructional Design; Comprehension; Language Proficiency; Qualitative Research; Scaffolding (Teaching Technique); Cognitive Processes; Algebra + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Unterdurchschnittliche Leistung; Textaufgabe; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Verstehen; Verständnis; Language skill; Language skills; Sprachkompetenz; Qualitative Forschung; Cognitive process; Kognitiver Prozess
Abstract	Topic-specific didactical design research provides means not only to investigate how to learn but also what to learn, i.e., for specifying learning contents by analyzing students' comprehension processes in detail. This important characteristic of didactical design research is exemplarily shown for students' difficulties in finding symbolic expressions for word problems, which can often be traced back to deficits in their comprehension strategies. The article presents a design research project on strategic scaffolding for eighth graders with limited language proficiency for specifying fruitful comprehension strategies and enhancing their use. Intensive qualitative investigation of students' processes was required to align the strategic scaffolding tool, the word problem cracker, to students' mental processes. Four cycles of design experiments allowed iteratively developing a local theory of learning to write algebraic expressions for multi-step word problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01