Pedagogic scaffolding practices of primary mathematics teachers

This study describes the pedagogical scaffolding practices of nine primary school teachers in 18 lessons in the foundation phase. These teachers were participants in an in-service training and research project called the Count One Count All project in South Africa. On the basis of a critical review of relevant literature, the study proposes a definition of complex scaffolding pedagogy that differentiates between discrete scaffolding strategies and this complex scaffolding pedagogy. Complex scaffolding connects three sets of scaffolding strategies: those that orient pedagogy to a concept, those that 'open up' the concept through interactions between teacher and learners and those that structure learner activities to enable learners to internalise concepts.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2009

Author dc:creator

• Schmitt, Esme

Advisor dc:contributor.advisor

• Jacklin, Heather

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/8273

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/8273