Abstract

Background

Supporting students during collaborative learning in mathematics is challenging for teachers. 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 independently, 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 adaptations of the tool are needed. Overall, the SGS-Tool seems to be a promising tool for supporting mathematics 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.

中文翻译：

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小组层面的脚手架小组：改善数学教师在数学讨论中的脚手架行为

摘要

背景

在数学协作学习期间支持学生对教师来说是一项挑战。我们开发了小组脚手架工具 (SGS-Tool)，以帮助教师了解如何以及何时提供支持。该工具基于在小组层面搭建小小组的三个特征：对小组的应急性，在小组可以独立继续时逐步取消内容支持，以及将学习责任转移给小组。

方法

我们调查了使用 SGS 工具的教师的脚手架行为是否比不使用该工具的教师更适合小组水平。参与者是四位老师和他们七年级的班级。主题是早期代数。我们在五节课中分析了一组教师的脚手架行为。

发现

当小组讨论数学时，SGS-Tool 为教师提供了支持，但需要对该工具进行调整。总的来说，SGS-Tool 似乎是一个很有前途的工具，可以在小组层面支持数学教师在脚手架小组中的工作。

贡献

我们的研究深入了解了在小组层面搭建小团体需要什么以及教师如何应用它。