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ERIC Number: EJ1081947
Record Type: Journal
Publication Date: 2015-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1863-9690
Reverse-Scaffolding Algebra: Empirical Evaluation of Design Architecture
Chase, Kiera; Abrahamson, Dor
ZDM: The International Journal on Mathematics Education, v47 n7 p1195-1209 Nov 2015
Scaffolding is the asymmetrical social co-enactment of natural or cultural practice, wherein a more able agent implements or performs for a novice elements of a challenging activity. What the novice may not learn, however, is how the expert's co-enactments support the activity. Granted, in many cultural practices novices need not understand underlying process. But where process is content, such as mathematics, scaffolding is liable to undermine tenets of reform-oriented pedagogy. We point to tensions between traditional conceptualizations of scaffolding and discovery-based pedagogical methodology for mathematics education. Focusing on co-enactment as a critical feature of scaffolding activities, we introduce "reverse scaffolding", wherein experts enact for novices only what they "know" to do rather than what they "do not know" to do. We demonstrate our approach by discussing a novel technological learning activity, Giant Steps for Algebra, wherein students construct models of realistic narratives. We argue for the method's potential via reporting on findings from mixed-methods analyses of a quasi-experimental implementation with 40 students.
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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A