Scaffolding language in multilingual mathematics classrooms

摘要: Against the background of increasing linguistic diversity in classrooms worldwide, we aimed to provide scientifically grounded insight into how language-oriented mathematics education can be designed, enacted and evaluated. We addressed following main research question: How teachers multilingual primary scaffold pupils’ language required for mathematical learning? The first study question a teacher participating dual design learned learning. Dual is special type that aims promote trace development teacher’s A case involving one upper classroom pointed at changes knowledge beliefs (e.g., concerning hidden incompetence), practice, intentions practice. concluded this learning process could attributed characteristics research, its cyclic interventionist character, continuous prediction reflection lies heart, co-designer’s role complemented with stimulated recall interviews. second domain studied (line graphs). Drawing on genre pedagogy, introduced notion pedagogical refer deliberately designed purposes – our support reasoning about line graphs. aim was summarize evaluate what pupils from approach focused promoting students’ proficiency genre. progressed deploying large extent. multiple four showed gradual some falling back over course lessons. Cases where hypothetical observed diverged reinforced idea turn propose educational design. third fourth respectively conceptual methodological challenges whole-class scaffolding. Referring temporary adaptive support, scaffolding has become widely used, also settings. However, it often been used loose ways: key are not clearly distinguished or refers any help. In response these three based literature: diagnosis, responsiveness handover independence. These both during outside interaction, they distributed cumulative time. This conceptualisation brought along challenge measure such long-term Therefore investigated whether enactment strategies intended subject-specific did lead as identifiable by characteristics, taking account nature. empirical analyses indicated indeed case: diagnosed responsively performed time, she significantly handed