With a Little Help from My Friends: Scaffolding Techniques in Problem Solving

Autor/inn/en	Frederick, Michelle L.; Courtney, Scott; Caniglia, Joanne
Titel	With a Little Help from My Friends: Scaffolding Techniques in Problem Solving
Quelle	In: Investigations in Mathematics Learning, 7 (2014) 2, S.21-32 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Middle School Students; Secondary School Mathematics; Mathematics Instruction; Scaffolding (Teaching Technique); Problem Solving; Teaching Methods; Cooperative Learning; Standardized Tests; Surveys; Student Attitudes; Instructional Effectiveness; Teacher Made Tests; Metacognition; Quasiexperimental Design; Mixed Methods Research; Grade 6; Geometry; Scores + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Standadised tests; Standardisierter Test; Survey; Umfrage; Befragung; Schülerverhalten; Unterrichtserfolg; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 06; 6. Schuljahr; Schuljahr 06; Geometrie
Abstract	The purpose of this study was to explore middle grade mathematics students' uses of scaffolding and its effectiveness in helping students solve non-routine problems. Students were given two different types of scaffolds to support their learning of sixth grade geometry concepts. First, students solved a math task by using a four square graphic organizer that included the identification of critical components, strategy selection, computation and analyses of answers. The second type of scaffolding occurred with different grouping formats, alternating work led by the teacher, working alone. Measures included extended response daily tasks, teacher-created unit test, state standardized assessments, and surveys gauging student's satisfaction with types of scaffolding. Classroom use of a variety of scaffolds led to an increase in the number of correct responses and more detailed explanations. No significant differences occurred on the teacher-made tests, yet significant increases were found on students' state standardized tests. Students indicated that scaffolding by groups was helpful in initiating solution pathways. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01