Combining scaffolding for content and scaffolding for dialogue to support conceptual break throughs in understanding probability
Reason for embargo
In this paper, we explore the relationship between scaffolding, dialogue and conceptual breakthroughs, using data from a design-based research study into the development of understanding of probability in 10-12 year old students. Our aim in the study was to gain insight into how the combination of the scaffolding of content using technology and scaffolding for dialogue in the expectation that this would facilitate conceptual breakthroughs. We analyse video-recordings and transcripts of pairs and triads talking together around TinkerPlots software with worksheets and teacher interventions, focusing on moments of conceptual breakthrough. The dialogue scaffolding promoted both dialogue moves specific to the context of probability and dialogue in itself. This paper focuses on an episode of learning that occurred within dialogues (framed and supported by the scaffolding. We present this as support for our claim that combining scaffolding for content with scaffolding for dialogue can be effective. This finding contributes to our understanding of both scaffolding and dialogic teaching in mathematics education by suggesting that scaffolding can be used effectively to prepare for conceptual development through dialogue.
7th European Community Framework Programme - Marie Curie Intra European Fellowship
The final publication is available at Springer via http://dx.doi.org/10.1007/s11858-015-0720-5
Published online 01 September 2015