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ERIC Number: ED573249
Record Type: Non-Journal
Publication Date: 2012-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: N/A
Challenges in Responding to Scaffolding Opportunities in the Mathematics Classroom
Ferguson, Sarah
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (35th, Singapore, Jul 2-6, 2012)
This paper reports on a study that explored the use of cognitively challenging tasks with low-attaining mathematics students and in particular, their teachers' attempts at scaffolding. A major finding was that responding appropriately to scaffolding opportunities was challenging for the teachers. In this paper two main factors are discussed which impacted on the teachers' responses to scaffolding opportunities: teacher knowledge of appropriate tools and representations for particular mathematical concepts, and teacher response to student prior knowledge and understanding.
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: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia