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ERIC Number: ED389557
Record Type: RIE
Publication Date: 1995-Oct
Pages: 8
Abstractor: N/A
Reference Count: N/A
Teacher Guidance in an Exploratory Mathematics Class.
Li, Bey-bey; Adams, Verna M.
This paper is concerned with understanding how a scaffolding process is utilized in the natural setting of a middle-school mathematics class. Wood, Bruner, & Ross (1976) characterize scaffolding as a learning process of a novice which is assisted and dominated by the adult. Rogoff and Gardner (1984) also point out that "to make messages sufficiently redundant" is one way to provide scaffolding. This study examined classroom discourse when a new topic was introduced to the class. The teacher connected a new topic (combinations) to old content (permutations). He used abundant, similar, but slightly changed examples as referents to help the students attach meaning to symbols for permutations and then began to turn over the discourse to the students to support their development of that new content. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Combinatorics; Permutations (Mathematics)
Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). For entire conference proceedings, see SE 057 177.