id: 06528346
dt: j
an: 2016a.00331
au: Moschkovich, Judit N.
ti: Scaffolding student participation in mathematical practices.
so: ZDM, Math. Educ. 47, No. 7, 1067-1078 (2015).
py: 2015
pu: Springer, Berlin/Heidelberg
la: EN
cc: D40 C70 C60
ut: sociocultural framing; mathematical practices; scaffolding; student
participation
ci:
li: doi:10.1007/s11858-015-0730-3
ab: Summary: The concept of scaffolding can be used to describe various types
of adult guidance, in multiple settings, across different time scales.
This article clarifies what we mean by scaffolding, considering several
questions specifically for scaffolding in mathematics: What theoretical
assumptions are framing scaffolding? What is being scaffolded? At what
level is scaffolding implemented? What is the setting for scaffolding?
And lastly, how can scaffolding manage the tension between providing
appropriate calibrated support while also providing opportunities
beyond learnersâ€™ current understandings? The paper describes how
attention to mathematical practices can maintain a sociocultural
theoretical framing for scaffolding and move scaffolding beyond
procedural fluency. The paper first specifies the sociocultural
theoretical assumptions framing the concept of scaffolding, with
particular attention to mathematical practices. The paper provides
three examples of scaffolding mathematical practices in two settings,
individual and whole-class. Lastly, the paper considers how two teacher
moves during scaffolding, proleptic questioning and revoicing, can
serve to provide appropriate calibrated support while also creating
opportunities beyond current proficiency.
rv: