NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1081894
Record Type: Journal
Publication Date: 2015-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1863-9690
Learning about Whole-Class Scaffolding from a Teacher Professional Development Study
Visnovska, Jana; Cobb, Paul
ZDM: The International Journal on Mathematics Education, v47 n7 p1133-1145 Nov 2015
The importance of teachers developing adaptive instructional practices consistent with metaphor of whole-class scaffolding has been well documented. However, teachers' development of such practices is currently not well understood. We draw on a 5-year professional development (PD) design experiment in which a group of middle school mathematics teachers developed aspects of such practices. We address questions of "how can teachers' development of instructional practices consistent with whole-class scaffolding be supported", and "what challenges should be anticipated when designing to support such development?" Findings indicate that leveraging teachers' existing practices and concerns was important in supporting them to focus on students' mathematical reasoning and develop adaptive practices. We discuss how the notion of whole-class scaffolding can orient the design of PD activities that remain grounded in classroom practice, and also consider how this notion can be further refined through analyses of teachers' learning in PD settings.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A