What counts as evidence for the long-term realisation of whole-class scaffolding?

By J. Smit, Dolly van Eerde. 2013

49 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/446e0f573adf6d3d56f167531e762bda5ac208a8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Dani Ben-Zvi
2. Arthur Bakker
3. K. Makar

In Language and Linguistics

1. Arthur Bakker
2. K. Makar

In Statistics and Probability

1. K. Makar
2. Arthur Bakker
3. Dani Ben-Zvi
4. M. Pfannkuch
5. Joan Garfield
6. C. Reading
7. Jan Derry
8. Jere Confrey

Citations in the corpus

• Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom (2015, background): “Scaffolding was originally described as a temporary, adaptive support provided by a teacher or more knowledgeable other to assist a student to solve a problem that they would not normally be able to solve on their own (Smit & Van Eerde, 2013; van de Pol, Volman, & Beishuizen, 2011).”