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ERIC Number: EJ748803
Record Type: Journal
Publication Date: 2006-Feb
Pages: 20
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
Scaffolding Practices that Enhance Mathematics Learning
Anghileri, Julia
Journal of Mathematics Teacher Education, v9 n1 p33-52 Feb 2006
It is over 25 years since Wood, Bruner and Ross (1976, "Journal of Child Psychology and Psychiatry," 17, 89-100) introduced the idea of "scaffolding" to represent the way children's learning can be supported. Despite problems, this metaphor has enduring attraction in the way it emphasises the intent to support a sound foundation with increasing independence for the learner as understanding becomes more secure. It has resonance with the widely accepted notion in teaching of construction and the constructivist paradigm for learning. The discussion that follows will characterise some teaching approaches that can be identified as scaffolding, revisiting some of the original classifications, and identifying further scaffolding strategies with particular reference to mathematics learning. Examples will be given from studies relating to geometry learning with four to 6 year olds and to arithmetic learning with older pupils.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A