Contingent Teaching to Low-Achieving Students in Mathematics: Challenges and Potential for Scaffolding Meaningful Learning

Autor/inn/en	Broza, Orit; Kolikant, Yifat Ben-David
Titel	Contingent Teaching to Low-Achieving Students in Mathematics: Challenges and Potential for Scaffolding Meaningful Learning
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 7, S.1093-1105 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0724-1
Schlagwörter	Elementary School Mathematics; Grade 5; Mathematics Instruction; Mathematics Achievement; Low Achievement; Scaffolding (Teaching Technique); Extracurricular Activities; Relevance (Education); Teaching Methods; Learning Processes; Interaction; Computer Uses in Education; Lesson Plans; Transcripts (Written Records); Video Technology; Worksheets; Interviews; Subtraction; Arithmetic; Predictor Variables; Case Studies; Research Methodology + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Außerunterrichtliche Aktivität; Relevance; Relevanz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Interaktion; Computernutzung; Lesson planning; Unterrichtsplanung; Interviewing; Interviewtechnik; Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Prädiktor; Case study; Fallstudie; Case Study; Research method; Forschungsmethode
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01