Scaffolding students’ thinking in mathematical investigations
This article describes some of the issues that teachers might encounter when scaffolding students’ thinking during mathematical investigations. It describes four episodes where a teacher’s scaffolding failed to support students’ mathematical thinking and explores the reasons why the scaffolding was ineffective. Understanding what is ineffective and why is one way to improve pedagogical practice. As a background to these episodes, we first provide an overview of the mathematical investigation. Our paper concludes with some recommendations for judicious scaffolding during investigations.
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|Item Type:||Journal Article|
|Keywords:||Mathematics, Numeracy, Investigations, Scaffolding, Children's Literature|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2009 Australian Association of Mathematics Teachers Inc.|
|Deposited On:||02 Dec 2009 00:08|
|Last Modified:||29 Feb 2012 13:58|
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