Scaffolding small groups at the group level
Improving the scaffolding behavior of mathematics teachers during mathematical discussions
Bibliographic Data
| ID | 21633026 |
|---|---|
| Authors | Sharon M Calor (0000-0003-1309-0132, University of Amsterdam, corresponding author), Rijkje Dekker (University of Amsterdam), Jannet Van Drie (0000-0003-0353-8255, University of Amsterdam), Jannet P van Drie (University of Amsterdam), Monique Volman (0000-0001-9217-1402, University of Amsterdam), Monique L L Volman (University of Amsterdam) |
| Year | 2022 |
| Volume | 31 |
| Issue | 3 |
| Pages | 369-407 |
| Publication date | 2022-05-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of the Learning Sciences (JOURNAL) |
| Journal identifiers | ISSN: 1050-8406 • E-ISSN: 1532-7809 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10508406.2021.2024834 |
| OpenAlex | W4210383747 |
| Language | EN |
| Citations received | 6 |
| References cited | 22 |
Background: Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for learning to the group. Method: We investigated whether the scaffolding behavior of teachers using the SGS-Tool was more adapted to the group level than that of teachers not using the tool. Participants were four teachers and their seventh grade classes. The topic was Early Algebra. We analyzed teachers' scaffolding behavior with one group during five lessons. Findings: The SGS-Tool offered teachers support when the groups discussed mathematics, but adaptations of the tool are needed. Overall, the SGS-Tool seems to be a promising tool for supporting mathematics teachers in scaffolding groups at the group level. Contribution: Our study provides insight into what scaffolding small groups at the group level entails and how teachers can apply it
Contingency · Mathematics education · Scaffold · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Mathematics Education and Teaching Techniques · Teacher Education and Leadership Studies
Teachers scaffold student discourse and emotions in knowledge building classrooms
A conversational agent based on contingent teaching model to support collaborative learning activities
Exploring students’ perspectives on ‘contingent support’ in a broad interprofessional education programme
The influence of instructor support levels on collaborative knowledge construction
Improving the quality of mathematical discussions
Stepping out of the conversation
Contemporary Approaches to Teacher Professional Development
A systematic review of teacher guidance during collaborative learning in primary and secondary education
Scaffolding in Teacher–Student Interaction
Promoting teacher scaffolding in small-group work
A conceptualisation of whole‐class scaffolding
Adapting Teacher Interventions to Student Needs During Cooperative Learning
The teacher's role in promoting collaborative dialogue in the classroom
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |