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ERIC Number: ED520917
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: N/A
Coming to "Know" Mathematics through "Acting, Talking and Doing" Mathematics
Hunter, Roberta
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 adds to a discussion initiated by Askew (2007) about two contrasting views of scaffolding; as a "tool for results" and a "tool-and-result". The study took place in four primary classrooms within a low socioeconomic setting. Two classroom episodes drawn from one of the teacher's classroom, illustrate the two different perspectives of scaffolding. These are presented and the learning that evolved from each episode is discussed. The paper illustrates that when scaffolding was used as a "tool for results" the learning was restricted but when the students were scaffolded within a tool-and-result perspective the mathematical knowledge and ways of doing and talking mathematics were generative. (Contains 1 footnote.) [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 - Research; Speeches/Meeting Papers
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: New Zealand