INVESTIGATION OF CONTINGENCY PATTERNS OF TEACHERS’ SCAFFOLDING IN TEACHING AND LEARNING MATHEMATICS

Anwar Anwar, Ipung Yuwono, Edy Bambang Irawan, Abdur Rahman As’ari

Abstract


The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, non-contingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers.

Keywords: Contingency, Contingent Dominant, Non-Contingent Dominant, Pseudo Contingent, Scaffolding

 

DOI: http://dx.doi.org/10.22342/jme.8.1.3410.65-76


References


Alibali, M.W., & Nathan, M.J. (2007). Teachers’ gestures as a means of scaffolding students’ understanding: evidence from an early algebra lesson. In press in R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video Research in the Sciences. Mahwah, NJ: Erlbaum.

Anghileri, J. (2006). Scaffolding practices that enhance mathematics. Journal of Mathematics Teacher Education, 9, 33–52.

Borko, H., & Putnam, R. (1996). To teach. In R. Calfee & D. Berliner (Eds.), Handbook of educational psychology (pp. 673-708). New York: Simon and Schuster Macmillan.

Corey, D.K., Peterson, B.E., Lewis, B.M., & Bukarau, J. (2010). Are there any places that students use their heads? Principles of high-quality Japanese mathematics instruction. JRME, 41(5), 438-478.

Danilenko, E.P. (2010). The relationship of scaffolding on cognitive load in an online self-regulated environment. Dissertation. Minnesota: the Graduate school of the University of Minnesota.

Elbers, E., Hajer, M., Jonkers, M., Koole, T., & Prenger, J. (2008). Instructional dialogues: Participation in dyadic interactions in multicultural classrooms. In J. Deen, M. Hajer, & T. Koole (Eds.), Interaction in two multicultural mathematics classrooms: Mechanisms of inclusion and exclusion (pp. 141-172). Amsterdam: Aksant.

Evans, B.R. (2011). Secondary mathematics teacher differences: teacher quality and preparation in a New York City alternative certification program. The Mathematics Educator, 20(2), 24-32.

Feldon, D. F. (2007). Cognitive load in the classroom: The double-edged sword of automaticity. Educational Psychologist, 42, 123–137.

Ferguson, S., & McDonough, A. (2010). The impact of two teachers' use of specific scaffolding practices on low-attaining upper primary students. Mathematics Education Research Group of Australasia.

Gresalfi, M.S., & Cobb, P. (2011). Negotiating identities for mathematics teaching in the context of professional development. Journal for Research in Mathematics Education, 42, 270-304.

Holton, D., & Clarke D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science & Technology, 37(2), 127-143.

Koedinger, K.R. & Johnson, B.R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction, 23(3), 313-349.

Krulik, S., Rudnick, J., & Milou, E. (2003). Teaching mathematics in Middle School. NY: Pearsons Education Inc.

Lin, T., Hsu, Y., Lin, S., Changlai, M., Yang, K., & Lai, T. (2012). A review of empirical evidence on scaffolding for science education. International Journal of Science and Mathematics Education, 10, 437-455.

Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking. A socio cultural approach. New York: Routledge.

Meyer, D.K., & Turner, C.J. (2002). Using instructional discourse analysis to study the scaffolding of student self-regulation. Educational Psychologist, 37(1), 17-25.

Morrison, J.A., & Lederman, N.G. (2003). Science teachers’ diagnosis and understanding of students’ preconceptions. Science & Education, 87, 849-867.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, Va: NCTM.

Sowder, J.T. (2007). The Mathematics Education and Development of Teachers. Second handbook of research on mathematics teaching (pp. 157-223). America: Information Age Publishing Inc.

Thompson, I. (2013). The mediation of in the zone of proximal development through a co-constructed writing activity. Research in the Teaching of English, 47(3).

Travers, C., & Cooper, C. (1996). Teachers under pressure. New York: Routledge.

Ünal, Z., & Ünal, A. (2012). The impact of years of teaching experience on the classroom management approaches of elementary school teachers. International Journal of Instruction, 5(2), 1308-1470.

Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: a decade of research. Educational Psychology Rev, 22, 271-296.

Van de Pol, J. (2012). Scaffolding in teacher-student interaction: exploring, measuring, promoting and evaluating scaffolding. Faculty FMG: Research Institute Child Development and Education (CDE).

Wilson, P.H., Lee, H.S., & Hollebrands, F.H. (2011). Understanding prospective mathematics teachers’ processes for making sense of students’ work with technology. JRME, 42(1), 39-64.


Full Text: PDF

Refbacks

  • There are currently no refbacks.



Journal on Mathematics Education
Program S3 Pendidikan Matematika FKIP Universitas Sriwijaya
Kampus FKIP Bukit Besar
Jl. Srijaya Negara, Bukit Besar
Palembang - 30139
email: rully.jme@gmail.com

Creative Commons License
Journal on Mathematics Education by http://ejournal.unsri.ac.id/index.php/jme is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
p-ISSN: 2087-8885 e-ISSN: 2407-0610

hits counter
View My Stats