The Interplay of Micro- and Macro-Scaffolding: An Empirical Reconstruction for the Case of an Intervention on Percentages

Autor/inn/en	Prediger, Susanne; Pöhler, Birte
Titel	The Interplay of Micro- and Macro-Scaffolding: An Empirical Reconstruction for the Case of an Intervention on Percentages
Quelle	In: ZDM: The International Journal on Mathematics Education, 47 (2015) 7, S.1179-1194 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-015-0723-2
Schlagwörter	Scaffolding (Teaching Technique); Mathematics Instruction; Intervention; Mathematical Concepts; Qualitative Research; Learning; Video Technology + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Qualitative Forschung; Lernen
Abstract	Micro-scaffolding is an important "local" phenomenon on a micro-scale of teacher-student-interactions. However, the idea of supporting students to move forward in their zones of proximal developments requires a sound "global" conceptualization of the intended learning trajectories. This article focuses on the trajectories towards percentages, and investigate how micro-scaffolding depends on aligning students' learning pathways to these intended learning trajectories (designed in macro-scaffolding). A qualitative study was conducted in a series of design experiments. In the process of analyzing 590 min of rich video data with respect to the interplay between micro-and macro-scaffolding, a new analytic procedure, trace analysis, is developed and applied to the analysis. One central outcome of this study is the relevance of a key characteristic of effective micro-scaffolding, namely reference to a hypothetical learning trajectory as macro-orientation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01