A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom
By J. Smit, H. V. Eerde. 2011
47 citations recorded by the source corpus.
In this paper, we argue that dual design research (DDR) is a fruitful way to promote and trace the development of a mathematics teacher’s expertise. We address the question of how a teacher participating in dual design research can learn to scaffold students’ development of the language required for mathematical learning in multilingual classrooms. Empirical data were collected from two teaching experiments (each with 8 lessons, and 21 and 22 students, aged 11–12 years), for which lesson series about line graphs were co-designed by the researchers and the teacher. The teacher’s learning process was promoted (e.g. by conducting stimulated recall interviews and providing feedback) and traced (e.g. by carrying out 5 pre- and post-interviews before and after the teaching experiments). An analytic framework for teachers’ reported and derived learning outcomes was used to analyse pre- and post-interviews. The teacher’s learning process was analysed in terms of changes in knowledge and beliefs, changes in practice and intentions for practice. Further analysis showed that this learning process could be attributed to the characteristics of dual design research, for instance the cyclic and interventionist character, the continuous process of prediction and reflection that lies at its heart, and the process of co-designing complemented with stimulated recall interviews.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/16801f26bb0b0359901d5b0069847c7af0103d7d
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- What counts as evidence for the long-term realisation of whole-class scaffolding? (2013, methodology): “In a design-based research project we have developed a set of strategies for scaffolding the development of subject-specific language needed formathematical learning, in an attempt to enactwhole-class scaffolding (Smit & Van Eerde, 2011).”