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Effects of a Scaffolding Model for small groups in mathematics

By Sharon Calor, Rijkje Dekker, Jannet Van Drie, Bonne Zijlstra and Monique Volman


International audienceWe investigated whether teachers’ use of the Small-Group Scaffolding model (SGS model), when supporting heterogeneous student-groups in a collaborative setting in math lessons, raised students’ mathematical level more than teacher support without use of the model. Participants were eight teachers and 266 students of two schools working collaboratively in 73 small heterogeneous student-groups on the topic of Early Algebra. The five teachers in the experimental condition were taught to scaffold the groups in their classes according to the SGS model (give support adapted to student-groups’ needs). The three teachers in the control condition were not given prior instruction of how to support the students. Analysis of a pre- and post-test on mathematical level raising showed that more mathematical level raising occurred in the Scaffolding condition than in the control condition. We concluded that using the SGS model can lead to more mathematical level raising

Topics: scaffolding, mathematics, collaborative learning, mathematical level raising, teacher-student interaction, [MATH]Mathematics [math], [SHS.EDU]Humanities and Social Sciences/Education
Publisher: 'Termedia Sp. z.o.o.'
Year: 2019
OAI identifier: oai:HAL:hal-02430048v1

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