Please use this identifier to cite or link to this item: https://hdl.handle.net/11499/10002
Full metadata record
DC FieldValueLanguage
dc.contributor.authorKazak, Sibel.-
dc.contributor.authorWegerif, R.-
dc.contributor.authorFujita, T.-
dc.date.accessioned2019-08-16T13:09:03Z
dc.date.available2019-08-16T13:09:03Z
dc.date.issued2015-
dc.identifier.issn1863-9690-
dc.identifier.urihttps://hdl.handle.net/11499/10002-
dc.identifier.urihttps://doi.org/10.1007/s11858-015-0720-5-
dc.description.abstractIn this paper, we explore the relationship between scaffolding, dialogue, and conceptual breakthroughs, using data from a design-based research study that focuses on the development of understanding of probability in 10–12 year old students. The aim of the study is to gain insight into how the combination of scaffolding for content using technology and scaffolding for dialogue can facilitate conceptual breakthroughs. We analyse video-recordings and transcripts of pairs and triads of students solving problems using the TinkerPlots software with teacher interventions, focusing on moments of conceptual breakthrough. Data show that dialogue scaffolding promotes both dialogue moves specific to the context of probability and dialogue in itself. This paper focuses on episodes of learning that occur within dialogues framed and supported by dialogue scaffolding. We present this as support for our claim that combining scaffolding for content and scaffolding for dialogue can be effective in students’ conceptual development. This finding contributes to our understanding of both scaffolding and dialogic teaching in mathematics education by suggesting that scaffolding can be used effectively to prepare for conceptual development through dialogue. © 2015, FIZ Karlsruhe.en_US
dc.language.isoenen_US
dc.publisherSpringer Verlagen_US
dc.relation.ispartofZDM - Mathematics Educationen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDialogueen_US
dc.subjectProbabilityen_US
dc.subjectScaffoldingen_US
dc.subjectTechnologyen_US
dc.titleCombining scaffolding for content and scaffolding for dialogue to support conceptual breakthroughs in understanding probabilityen_US
dc.typeArticleen_US
dc.identifier.volume47en_US
dc.identifier.issue7en_US
dc.identifier.startpage1269
dc.identifier.startpage1269en_US
dc.identifier.endpage1283en_US
dc.authorid0000-0003-1710-8272-
dc.identifier.doi10.1007/s11858-015-0720-5-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.scopus2-s2.0-84947443736en_US
dc.identifier.wosWOS:000365297500017en_US
dc.identifier.scopusqualityQ1-
dc.ownerPamukkale University-
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypeArticle-
item.cerifentitytypePublications-
Appears in Collections:Eğitim Fakültesi Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
Show simple item record



CORE Recommender

SCOPUSTM   
Citations

14
checked on Dec 14, 2024

WEB OF SCIENCETM
Citations

12
checked on Dec 18, 2024

Page view(s)

32
checked on Aug 24, 2024

Google ScholarTM

Check




Altmetric


Items in GCRIS Repository are protected by copyright, with all rights reserved, unless otherwise indicated.