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Direct linkFujita, Taro; Jones, Keith; Miyazaki, Mikio – ZDM: The International Journal on Mathematics Education, 2018
Much remains under-researched in how learners make use of domain-specific feedback. In this paper, we report on how learners' can be supported to overcome logical circularity during their proof construction processes, and how feedback supports the processes. We present an analysis of three selected episodes from five learners who were using a…
Descriptors: Feedback (Response), Geometry, Geometric Concepts, Computer Mediated Communication
Kazak, Sibel; Wegerif, Rupert; Fujita, Taro – ZDM: The International Journal on Mathematics Education, 2015
In this paper, we explore the relationship between scaffolding, dialogue, and conceptual breakthroughs, using data from a design-based research study that focuses on the development of understanding of probability in 10-12 year old students. The aim of the study is to gain insight into how the combination of scaffolding for content using…
Descriptors: Scaffolding (Teaching Technique), Probability, Mathematics Instruction, Concept Formation
Miyazaki, Mikio; Fujita, Taro; Jones, Keith – ZDM: The International Journal on Mathematics Education, 2015
Recent research on the scaffolding of instruction has widened the use of the term to include forms of support for learners provided by, amongst other things, artefacts and computer-based learning environments. This paper tackles the important and under-researched issue of how mathematics lessons in junior high schools can be designed to scaffold…
Descriptors: Scaffolding (Teaching Technique), Teaching Methods, Mathematics Instruction, Junior High Schools
