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Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study


Pfister, Mirjam; Moser Opitz, Elisabeth; Pauli, Christine (2015). Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study. ZDM - Mathematics Education, 47(7):1079-1092.

Abstract

Scaffolding is an important tool for meeting the challenging needs of heterogeneous groups of students in inclusive classrooms. It is especially useful when supporting low achievers. A video study (funded by the Swiss National Science Foundation, Project Nr. 134652) of 36 inclusive classes, (3rd grade, aged 9 years), was conducted to examine how classroom teachers and special education teachers implemented a remedial mathematics program in a classroom setting. The program focused on the following facets of scaffolding: cognitive activation, stimulating discourse, handling errors productively, target orientation, and using manipulatives. The results show that 54 % of the teachers achieved a high competency for using manipulatives and target orientation, facets for which the program provided more detailed instructions. The teachers attained lower values for stimulating discourse, cognitive activation, and handling errors productively, where the program offered more general guidance. The special education teachers had lower rating scores than the classroom teachers, although the same scoring pattern as the teachers. This study shows that it is possible to encourage the use of scaffolding in inclusive classrooms. However, the disparate results for the different facets imply that scaffolding in classroom situations is a competency that cannot simply be adopted from a “program”, and more intensive teacher training programs seem to be necessary.

Abstract

Scaffolding is an important tool for meeting the challenging needs of heterogeneous groups of students in inclusive classrooms. It is especially useful when supporting low achievers. A video study (funded by the Swiss National Science Foundation, Project Nr. 134652) of 36 inclusive classes, (3rd grade, aged 9 years), was conducted to examine how classroom teachers and special education teachers implemented a remedial mathematics program in a classroom setting. The program focused on the following facets of scaffolding: cognitive activation, stimulating discourse, handling errors productively, target orientation, and using manipulatives. The results show that 54 % of the teachers achieved a high competency for using manipulatives and target orientation, facets for which the program provided more detailed instructions. The teachers attained lower values for stimulating discourse, cognitive activation, and handling errors productively, where the program offered more general guidance. The special education teachers had lower rating scores than the classroom teachers, although the same scoring pattern as the teachers. This study shows that it is possible to encourage the use of scaffolding in inclusive classrooms. However, the disparate results for the different facets imply that scaffolding in classroom situations is a competency that cannot simply be adopted from a “program”, and more intensive teacher training programs seem to be necessary.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:November 2015
Deposited On:04 Dec 2015 13:13
Last Modified:06 Dec 2017 22:03
Publisher:Springer
ISSN:1863-9690
Additional Information:published online 8 August 2015
Publisher DOI:https://doi.org/10.1007/s11858-015-0713-4
Related URLs:http://link.springer.com/ (Publisher)

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