NDLI: A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom

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A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom

Content Provider	Springer Nature Link
Author	Smit, J. Eerde, H. A. A.
Copyright Year	2011
Abstract	In this paper, we argue that dual design research (DDR) is a fruitful way to promote and trace the development of a mathematics teacher’s expertise. We address the question of how a teacher participating in dual design research can learn to scaffold students’ development of the language required for mathematical learning in multilingual classrooms. Empirical data were collected from two teaching experiments (each with 8 lessons, and 21 and 22 students, aged 11–12 years), for which lesson series about line graphs were co-designed by the researchers and the teacher. The teacher’s learning process was promoted (e.g. by conducting stimulated recall interviews and providing feedback) and traced (e.g. by carrying out 5 pre- and post-interviews before and after the teaching experiments). An analytic framework for teachers’ reported and derived learning outcomes was used to analyse pre- and post-interviews. The teacher’s learning process was analysed in terms of changes in knowledge and beliefs, changes in practice and intentions for practice. Further analysis showed that this learning process could be attributed to the characteristics of dual design research, for instance the cyclic and interventionist character, the continuous process of prediction and reflection that lies at its heart, and the process of co-designing complemented with stimulated recall interviews.
Starting Page	889
Ending Page	900
Page Count	12
File Format	PDF
ISSN	18639690
Journal	ZDM
Volume Number	43
Issue Number	6-7
e-ISSN	18639704
Language	English
Publisher	Springer-Verlag
Publisher Date	2011-07-26
Publisher Place	Berlin, Heidelberg
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Design research Scaffolding language Mathematics teacher’s expertise Multilingual classrooms Mathematics Mathematics Education
Content Type	Text
Resource Type	Article
Subject	Education Mathematics

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