Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

Gonzalez Gloriana; DeJarnette Anna F.

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Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

机译：教师脚手架小组工作时师生谈判的动向

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Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers who did not routinely implement problem-based small group work. We applied systemic functional linguistics to examine teacher and student moves when the teachers assisted the groups. We found that the teachers' scaffolding moves exemplified analytic and social scaffolding because the teachers made the content needed for solving the problem explicit, and, also, encouraged students. The students' performance of moves showed how they controlled the timeliness and the content of the scaffolds. The findings support prior research on classroom norms that increase student opportunities for conceptual agency and illustrate how those opportunities emerge.

机译：小组工作一直是数学教育改革建议的一项主要活动。我们旨在描述小组工作中师生之间的互动模式。我们问：在基于问题的课程中，教师脚手架小组如何工作？我们使用了两位老师在六个几何课上讲授的基于问题的课程中的数据，他们没有定期实施基于问题的小组作业。当教师协助小组时，我们运用系统的功能语言学来检查教师和学生的动作。我们发现教师的脚手架动作是分析性脚手架和社会脚手架的例证，这是因为教师明确指出了解决问题所需的内容，并且还鼓励了学生。学生们的动作表现表明了他们如何控制脚手架的及时性和内容。这些发现支持了对课堂规范的先前研究，该规范增加了学生获得概念代理的机会，并说明了这些机会是如何出现的。

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《Cognition and instruction》 |2015年第1期|1-45|共45页
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Gonzalez Gloriana; DeJarnette Anna F.;
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Univ Illinois, Champaign, IL 61820 USA;

Univ Cincinnati, Cincinnati, OH 45221 USA;

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Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

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