Contingent teaching to low-achieving students in mathematics: challenges and potential for scaffolding meaningful learning

摘要: The study set out to discover what characterizes the meaningful learning of mathematics among low-achieving students (LAS) and highlight challenges their characteristics pose for scaffolding, in particular its adaptive core: contingent teaching. setting was an extracurricular program teaching LAS through a combination context, interactive computerized activities, Using microgenetic analysis lesson transcripts, videotaped computer activities worksheets, data from teachers’ students’ pre- post-program interviews, we traced processes 11 fifth grade over 2 months which they studied subtraction decimal numbers. Our findings reveal that nine showed evidence strategy construction use. However, were inconsistent difficult predict, characterized by progressions regressions, as demonstrated two case studies. Theoretical pedagogical implications related scaffolding are discussed.