早期数学中的脚手架协作:基于实践的乘法分组教学案例研究

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Carol Murphy, Tracey Muir, Damon Thomas
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引用次数: 0

摘要

这个基于实践的案例研究取自一个为期三年的大型学校参与性研究项目,并展示了早期数学协作小组工作中教师适应和同伴支持学习的证据。我们借鉴了维果茨基的社会文化理论,结合了异步和同步脚手架,来检验一位教师对6至8岁儿童进行的工作单元的证据,该单元的重点是平等分组,作为早期乘法思维的一个方面。在六周的时间里拍摄了四次视频教学观察。这些都表明了老师是如何在四节课中适应她的支持的,既促进了谈话的提示,也促进了学习的进展。详细的文字记录数据展示了来自第四课的两组三个孩子的互动,因为他们合作完成了一项旨在挑战他们关于平等分组的思维的任务。根据社会文化话语分析了这两种互动,并展示了操纵性工具的使用如何在群体内的协作对话和共享学习中发挥关键的调解作用。在解决任务时,孩子们把小组的共同想法当作自己的想法。这两组互动是基于实践的证据,表明一种考虑到教师在指导和加强学习步骤(异步脚手架)方面的自主权的方法,可以产生富有成效的同伴支持的同步学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Scaffolding Collaboration in Early Years Mathematics: A Practice-Based Case Study in Teaching Multiplicative Grouping

This practice-based case study is taken from a large three-year school-based participatory research project and presents evidence of both teacher-adapted and peer-supported learning in collaborative group work in early years mathematics. We draw on Vygotskian sociocultural theory, incorporating asynchronous and synchronous scaffolding, to examine evidence from one teacher’s unit of work conducted with a class of 6- to 8-year-old children where the focus was on equal grouping as an aspect of early multiplicative thinking. Four videoed lesson observations were taken over a six-week period. These indicate how the teacher adapted her support across the four lessons, both in promoting talk prompts and in progressing learning. Detailed transcript data are presented of the interactions of two groups of three children from the fourth lesson as they collaborated on a task intended to challenge their thinking in relation to equal grouping. The two interactions are analysed according to sociocultural discourse and demonstrate how the use of manipulatives took on a critical mediation role in the collaborative dialogue and shared learning within the groups. In solving the task, the children took the group’s shared ideas as their own. The two group interactions are presented as practice-based evidence that an approach, which takes account of teacher autonomy in directing and reinforcing steps of learning (asynchronous scaffolding), can result in productive peer-supported synchronous learning.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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