When Scaffolding is Not Helpful

Authors

  • Catherine Bare Miami University
  • Leah Simon Miami University

Abstract

During a field placement as pre-service high school teachers, we developed and implemented two versions of a rich mathematical task. When reviewing our students’ work, we observed that they had not applied the specific concepts we had intended—due, in part, to the level of scaffolding we had provided. Reflecting on this, we developed a rubric to guide our scaffolding of rich tasks based on task purpose.

References

Larson, R, Boswell, L., Kanold, T., and Stiff, L. Mcdougal Littell Algebra 1: Applications, Equations, and Graphs. Boston: McDougal Littell, 2004.

Piggott, J. (2011). Rich Tasks and Contexts. NRICH enriching mathematics. Retrieved from http://nrich.maths.org/5662

Smith, M. S., & Stein M. K. (1998). Selecting and Creating Mathematical Tasks: From Research to Practice. Mathematics Teaching in the Middle School, 3, 344–50.

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Published

2017-10-01

How to Cite

Bare, C., & Simon, L. (2017). When Scaffolding is Not Helpful. Ohio Journal of School Mathematics, 77(1). Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/5838

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Section

Articles