2015
DOI: 10.1007/s11858-015-0738-8
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Scaffolding and dialogic teaching in mathematics education: introduction and review

Abstract: This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010)(2011)(2012)(2013)(2014)(2015) based on… Show more

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Cited by 120 publications
(82 citation statements)
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References 93 publications
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“…By negotiating ideas, students expand their mathematical meaning and they will be equipped to think creatively to take mathematics further in a dialogic approach (Bakker et al, 2015;Barwell, 2016). Students need to learn specific AL features before they can join the whole class mathematical discourse in a proper way (Bailey, 2007;O'Malley & Chamot, 1994;Sfard, 2012;Stein et al, 2008).…”
Section: Conclusion and Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…By negotiating ideas, students expand their mathematical meaning and they will be equipped to think creatively to take mathematics further in a dialogic approach (Bakker et al, 2015;Barwell, 2016). Students need to learn specific AL features before they can join the whole class mathematical discourse in a proper way (Bailey, 2007;O'Malley & Chamot, 1994;Sfard, 2012;Stein et al, 2008).…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…Barwell (2016) argues that through the multiple discourses that take place in the dialogic approach, where students reach understanding instead of a right answer by negotiating ideas, mathematical meaning emerges. Besides expanding their mathematical meaning, students will be equipped to think creatively to take mathematics further in a dialogic approach (Bakker, Smit, & Wegerif, 2015). Dialogic talk clarifies how students learn and it can be used by teachers to encourage students to account for their answers, engaging them in a dialogic process (Dièz-Palomar & Cabré Olivé, 2015).…”
Section: Instructional Methodsmentioning
confidence: 99%
“…Actualmente existe un interés cada vez más marcado sobre el papel que juegan las interacciones y el diálogo en el aprendizaje de las matemáticas (Bakker, Smit & Wegerif, 2015). ¿Cuáles son las estrategias, las metáforas, que utilizan maestros/as y estudiantes aventajados para explicar las nociones matemáticas?…”
Section: Las Matemáticas Dialógicasunclassified
“…Scaffolding (Wood et al 1976) refers to temporary help that is provided by a more knowledgeable other to help a learner perform a task. The use of the scaffolding concept has been extended to a variety of settings including mathematics education (Bakker et al 2015;Bickmore-Brand and Gawned 1990). A consequence of this widening of the concept's scope is that scaffolding can be distributed not only across agents such as teachers, design, and artifacts, but also to the whole-class setting ).…”
Section: Features Of the Required Languagementioning
confidence: 99%