{"title":"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","authors":"Carol Murphy, Tracey Muir, Damon Thomas","doi":"10.1007/s10643-025-01928-5","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Scaffolding Collaboration in Early Years Mathematics: A Practice-Based Case Study in Teaching Multiplicative Grouping\",\"authors\":\"Carol Murphy, Tracey Muir, Damon Thomas\",\"doi\":\"10.1007/s10643-025-01928-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2025-05-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-025-01928-5\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01928-5","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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