Scaffolding practices that enhance mathematics learning
Scaffolding practices that enhance mathematics learning
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增强数学学习的脚手架实践
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
J. Anghileri
中科院分区：
文献类型：
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作者：
J. Anghileri
自 Wood、Bruner 和 Ross（1976，Journal of Child Psychology and Psychiatry，17, 89-100）提出“脚手架”的概念来代表支持儿童学习的方式以来，已有 25 年多了。尽管存在问题，但这个比喻具有持久的吸引力，因为它强调随着理解变得更加安全，为学习者提供坚实的基础并增加独立性的意图。它与广泛接受的建构教学理念和建构主义学习范式产生共鸣。接下来的讨论将描述一些可以被识别为脚手架的教学方法，重新审视一些原始分类，并确定进一步的脚手架策略，特别是数学学习。示例将来自与 4 至 6 岁儿童的几何学习和年龄较大的学生的算术学习相关的研究。
It is over 25 years since Wood, Bruner and Ross (1976, Journal of Child Psychology and Psychiatry, 17, 89–100) introduced the idea of ‘scaffolding’ to represent the way children’s learning can be supported. Despite problems, this metaphor has enduring attraction in the way it emphasises the intent to support a sound foundation with increasing independence for the learner as understanding becomes more secure. It has resonance with the widely accepted notion in teaching of construction and the constructivist paradigm for learning. The discussion that follows will characterise some teaching approaches that can be identified as scaffolding, revisiting some of the original classifications, and identifying further scaffolding strategies with particular reference to mathematics learning. Examples will be given from studies relating to geometry learning with four to 6 year olds and to arithmetic learning with older pupils.