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ERIC Number: EJ1078310
Record Type: Journal
Publication Date: 2015-Dec
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1305-8223
Intertwining Lexical and Conceptual Learning Trajectories--A Design Research Study on Dual Macro-Scaffolding towards Percentages
Pöhler, Birte; Prediger, Susanne
EURASIA Journal of Mathematics, Science & Technology Education, v11 n6 p1697-1722 Dec 2015
Monolingual or multilingual students with low academic language proficiency need to acquire conceptual understanding for percentages and the language to communicate about them. The design research study explores how these two learning goals can be fostered by a macro-scaffolding approach for seventh grade students. The dual hypothetical learning trajectory starts from students' prior experiences and guides them, via several levels, towards the mathematical models and meanings (conceptual learning trajectory) as well as towards the necessary vocabulary for thinking and communicating about them (lexical learning trajectory), linked by the percent bar. For lexical scaffolding, the processes of offering, building and reflecting lexical means on different levels are focused. The qualitative empirical investigations of the design experiments show in depth how students' conceptual understanding evolved together with the lexical means. For this purpose, the interpretative reconstruction of semiotic chains is instrumental.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A