id: 06514366
dt: j
an: 2016a.00232
au: Marshman, Margaret; Brown, Raymond
ti: Coming to know and do mathematics with disengaged students.
so: Math. Teach. Educ. Dev. 16, No. 2, 71-88, electronic only (2014).
py: 2014
pu: Mathematics Education Research Group of Australasia (MERGA), Wahroonga, NSW
la: EN
cc: C73 D43
ut: student engagement; scaffolding; participation; collective argumentation;
classroom interaction
ci:
li: http://www.merga.net.au/ojs/index.php/mted/article/view/249
ab: Summary: This case study explored how students disaffected with their
school experience were scaffolded during their participation in a
middle-school mathematics classroom. Of particular interest were the
level of student engagement in discussion about the mathematics being
presented by the teacher and the approach to doing mathematics being
displayed by the students. It was found that scaffolding studentsâ€™
participation in middle-school mathematics promoted student engagement
in discussion about mathematics and in the doing of mathematics. This
was evidenced through increased participation by students in classroom
discussions about mathematics, in the making and testing of conjectures
related to mathematics tasks, and in the quantifying and modelling of
mathematical tasks.
rv: