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

Autor/inn/en	Pfister, Mirjam; Moser Opitz, Elisabeth; Pauli, Christine
Titel	Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 7, S.1079-1092 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0713-4
Schlagwörter	Mathematics Instruction; Inclusion; Scaffolding (Teaching Technique); Video Technology; Grade 3; Elementary School Teachers; Special Education Teachers; Remedial Mathematics; Teaching Methods; Cognitive Processes; Error Correction; Discussion (Teaching Technique); Manipulative Materials; Instructional Effectiveness; Scores + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Inklusion; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Korrektur; Hilfsmittel; Unterrichtserfolg
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01