id: 06528357
dt: j
an: 2016a.00912
au: Tropper, Natalie; Leiss, Dominik; Hänze, Martin
ti: Teachers’ temporary support and worked-out examples as elements of
scaffolding in mathematical modeling.
so: ZDM, Math. Educ. 47, No. 7, 1225-1240 (2015).
py: 2015
pu: Springer, Berlin/Heidelberg
la: EN
cc: M13 D43 C73
ut: mathematical modeling; scaffolding; adaptive teaching; worked-out examples
ci:
li: doi:10.1007/s11858-015-0718-z
ab: Summary: Empirical findings show that students have manifold difficulties
when dealing with mathematical modeling problems. Accordingly,
approaches for supporting students in modeling-based learning
environments have to be investigated. In the research presented here,
we adopted a scaffolding perspective on teaching modeling with the aim
of both providing students with adaptive support during their modeling
and gradually enabling them to process modeling problems on their own.
Two studies that deal with different elements of scaffolding
students’ modeling processes are reported in this paper. Study I
focuses on the adaptive core of scaffolding: Teacher-student
interactions (5 teachers, 5 pairs of grade 9 students) during modeling
are analyzed with regard to reasons, areas, and intentions of teacher
support. Finally, these interactions are evaluated with respect to
teachers’ adaptations to students’ needs in particular situations.
Study II uses a series of worked-out examples intended to realize the
scaffolding means of demonstrating preferred behaviors in order to
prepare the students (4 grade 8 students) to process modeling problems
on their own. We examine both students’ interactions with the
materials and their imitation of demonstrated behaviors during problem
solving. The findings of study I indicate that the participating
teachers do not have or cannot flexibly activate the skills to support
their students adaptively, so the use of materials facilitating
scaffolding by employing particular scaffolding means such as
demonstration could be beneficial. In turn, the results on students’
handling of worked-out examples in study II indicate the importance of
teachers’ individual support during students’ processing of
materials. Hence, synergistic forms of support ‒ combining multiple,
complementary agents and means ‒ have to be considered for fostering
students in modeling-based learning environments.
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