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ERIC Number: EJ877917
Record Type: Journal
Publication Date: 2010-Feb
Pages: 20
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1386-4416
Social and Analytic Scaffolding in Middle School Mathematics: Managing the Dilemma of Telling
Baxter, Juliet A.; Williams, Steven
Journal of Mathematics Teacher Education, v13 n1 p7-26 Feb 2010
The current reform movement in mathematics education urges teachers to support students as they make sense of mathematics, while also ensuring that they gain specific mathematical skills and knowledge. The tension between these two expectations gives rise to what we call the dilemma of telling: how to ensure that students come to certain mathematical understandings, without directly telling them what they need to know or do. Our study focused on how two middle school mathematics teachers who were incorporating many aspects of reform mathematics into their instruction responded to this dilemma. Data sources include classroom observations and videotapes of lessons over a three-year period. We found that both teachers devoted the majority of class time to student conversations, both small group and whole class; however, the teachers strategically entered the student-dominated conversations by "telling" to meet specific curricular goals.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A