Intertwining Lexical and Conceptual Learning Trajectories--A Design Research Study on Dual Macro-Scaffolding towards Percentages

Autor/inn/en	Pöhler, Birte; Prediger, Susanne
Titel	Intertwining Lexical and Conceptual Learning Trajectories--A Design Research Study on Dual Macro-Scaffolding towards Percentages
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 11 (2015) 6, S.1697-1722 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
DOI	10.12973/eurasia.2015.1497a
Schlagwörter	Mathematical Concepts; Mathematics Instruction; Scaffolding (Teaching Technique); Academic Discourse; Vocabulary; Integrated Activities; Teaching Methods; Concept Formation; Middle School Students; Grade 7; Qualitative Research; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Discourse; Diskurs; Wortschatz; Integrierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Qualitative Forschung; Ausland; Deutschland
Abstract	Monolingual or multilingual students with low academic language proficiency need to acquire conceptual understanding for percentages and the language to communicate about them. The design research study explores how these two learning goals can be fostered by a macro-scaffolding approach for seventh grade students. The dual hypothetical learning trajectory starts from students' prior experiences and guides them, via several levels, towards the mathematical models and meanings (conceptual learning trajectory) as well as towards the necessary vocabulary for thinking and communicating about them (lexical learning trajectory), linked by the percent bar. For lexical scaffolding, the processes of offering, building and reflecting lexical means on different levels are focused. The qualitative empirical investigations of the design experiments show in depth how students' conceptual understanding evolved together with the lexical means. For this purpose, the interpretative reconstruction of semiotic chains is instrumental. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01