Scaffolding for mathematics teaching in inclusive primary classrooms: a video study

Assistance of students with mathematical learning difficulties: how can research support practice?

“…A similar program was successfully carried out with a German sample (Wißmann et al 2013) and the students in the intervention group had significantly greater learning gains compared to a control group. Pfister et al (2015aPfister et al ( , 2015b) conducted a study (involving two intervention groups and a control group) to examine how teachers and special education teachers implement a remedial mathematics program in a classroom setting, focusing on conceptual understanding (place value, meanings of operations), selected procedural skills (e.g., automation of number combinations, counting by steps), and adaptive teaching practices. A significant effect was found only for one of the intervention groups.…”

“…Furthermore, focusing on terminology appeared to orient interventions toward identifying words that are meaningful for word problem-solving purposes, but often occurred at the expense of exploring a diversity of possible interpretations and the full range of logico-mathematical relationships at hand. Pfister et al (2015b) showed in their video-study in inclusive classrooms that guiding a classroom discourse and responding in a contextualised fashion to students' inputs is highly demanding. The same could be observed for handling errors productively.…”

Scaffolding and dialogic teaching in mathematics education: introduction and review

“…Some emphasize dialogue (Abdu et al, this issue;Bell & Pape, 2012, Kazak et al, 2015Kolikant & Broza, 2011), others teacher strategies (Makar et al, 2015;Pfister et al, 2015;Stender & Kaiser, 2015), teacher practices (Abdu et al, 2015), or the specific nature of computer tools (Chase & Abrahamson, 2015;Kazak et al, 2015). The key idea behind the aforementioned artefacts (solution plans etc.)…”

Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education

“…A teacher can provide instructional feedback by means of scaffolding within the zone of proximal development. This entails that a teacher supports a student in completing a task by, for instance, modeling it, providing explicit instruction, or providing visual representations (Pfister, Moser Opitz, & Pauli, 2015). This support is gradually released up until the point that the student can perform the task on his or her own (Wood, Bruner, & Ross, 1976).…”