Improving the quality of mathematical discussions: The impact of small-group scaffolding

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction Pub Date : 2024-09-18 DOI:10.1016/j.lcsi.2024.100858

Sharon M. Calor, Rijkje Dekker, Jannet P. van Drie, Monique L.L. Volman

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引用次数: 0

Abstract

Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not (control condition). SGS teachers gave relatively more support than control teachers. SGS teachers also took various steps of the SGS Tool, whereas the control teachers mostly gave content support. Significantly more and qualitatively better mathematical discussions occurred in the SGS condition. We provide a qualitative illustration of two contrasting teacher–small-group interactions (one in the control condition and one in the SGS condition), followed by an analysis of the interaction processes associated with one student group in each class during one lesson.

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提高数学讨论的质量：小组支架的影响

指导小组完成数学任务对教师来说是一项挑战。在这项研究中，我们调查了使用一种帮助教师在数学讨论中为学生小组提供支架的工具（SGS 工具）是否会带来更多和质量更好的数学讨论。参与者包括来自两所学校的八名教师和 272 名七年级学生。五名教师使用了该工具（SGS 条件），三名教师没有使用（对照条件）。与对照组教师相比，SGS 教师给予的支持相对较多。SGS 教师还采取了 SGS 工具的各个步骤，而对照组教师主要提供内容支持。在 SGS 条件下进行的数学讨论明显更多，质量也更好。我们提供了两个对比鲜明的教师-小组互动（一个在对照组条件下，一个在 SGS 条件下）的定性说明，随后分析了每班一个学生小组在一节课上的互动过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

10.50%

发文量