ERIC Number: EJ1051912
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 95
Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work
González, Gloriana; DeJarnette, Anna F.
Cognition and Instruction, v33 n1 p1-45 2015
Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers who did not routinely implement problem-based small group work. We applied systemic functional linguistics to examine teacher and student moves when the teachers assisted the groups. We found that the teachers' scaffolding moves exemplified analytic and social scaffolding because the teachers made the content needed for solving the problem explicit, and, also, encouraged students. The students' performance of moves showed how they controlled the timeliness and the content of the scaffolds. The findings support prior research on classroom norms that increase student opportunities for conceptual agency and illustrate how those opportunities emerge.
Descriptors: Teaching Methods, Groups, Scaffolding (Teaching Technique), Geometry, Mathematics Instruction, Teacher Student Relationship, Applied Linguistics, Course Content, Discourse Analysis, Educational Change, High School Students, Urban Areas, Classroom Communication, Persuasive Discourse, Mathematics Teachers, Problem Solving, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Authoring Institution: N/A