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ERIC Number: ED520872
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: N/A
The Impact of Two Teachers' Use of Specific Scaffolding Practices on Low-Attaining Upper Primary Students
Ferguson, Sarah; McDonough, Andrea
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010)
This paper reports on two upper primary teachers' use of particular scaffolding practices, individual discussion and the use of manipulatives. The cognitive and affective impact on four low-attaining students in these classes is described. The teachers and students were observed during eight to ten sequential tasks. "Scaffolding conversations" emerged as a common practice for these teachers whilst the use of manipulatives represented a point of difference. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia