Formative Scaffolding: How to Alter the Level and Strength of Self-Efficacy and Foster Self-Regulation in a Mathematics Test Situation

Autor/inn/en	Grothérus, Annika; Jeppsson, Fredrik; Samuelsson, Joakim
Titel	Formative Scaffolding: How to Alter the Level and Strength of Self-Efficacy and Foster Self-Regulation in a Mathematics Test Situation
Quelle	In: Educational Action Research, 27 (2019) 5, S.667-690 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2018.1538893
Schlagwörter	Formative Evaluation; Scaffolding (Teaching Technique); Self Efficacy; Self Management; Mathematics Tests; Participatory Research; Action Research; Secondary School Students; Foreign Countries; Mathematics Anxiety; Prevention; Change Agents; Mathematics Instruction; Metacognition; Visualization; Writing Across the Curriculum; Sweden + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Forschungstätigkeit; Projektforschung; Sekundarschüler; Ausland; Prävention; Vorbeugung; Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Visualisation; Visualisierung; Schweden
Abstract	The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP's main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle's virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP's development were to enhance students' awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students' self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01