Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions

S.M. Calor, Rijkje Dekker, J.P. van Drie, M.L.L. Volman

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Background: Supporting students during collabora
tive learning in mathematics is challenging for tea
chers. We developed the Small-Group Scaffolding
Tool (SGS-Tool) to assist teachers regarding how and
when to offer support. The tool is based on three
characteristics of scaffolding small groups at the
group level: contingency to the group, phasing out
content support when the group can continue inde
pendently, and transferring responsibility for learning
to the group.
Method: We investigated whether the scaffolding
behavior of teachers using the SGS-Tool was more
adapted to the group level than that of teachers not
using the tool. Participants were four teachers and
their seventh grade classes. The topic was Early
Algebra. We analyzed teachers’ scaffolding behavior
with one group during five lessons.
Findings: The SGS-Tool offered teachers support
when the groups discussed mathematics, but adapta
tions of the tool are needed. Overall, the SGS-Tool
seems to be a promising tool for supporting mathe
matics teachers in scaffolding groups at the group
level.
Contribution: Our study provides insight into what
scaffolding small groups at the group level entails and
how teachers can apply it.
Original languageEnglish
Pages (from-to)369-407
JournalJournal of the Learning Sciences
Volume31
Issue number3
DOIs
Publication statusPublished - 2022

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