The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse

摘要: The question of how to enhance the learning low-achieving students in mathematics presents an important challenge researchers and teachers alike. We investigated whether use a contextual story presented video clip facilitated students’ understanding meaning fraction expansion. To this end, we (a) videotaped one group three such during guided interaction session, (b) interviewed about their first impressions clip, (c) conducted pre–post-tests examine discourse choose employ discuss Despite interviewees’ impression that clips makes it easier remember story, analysis session revealed did not spontaneously when asked explain why its expanded form are equivalent. Rather, explanations revolved around expansion procedure. It was tutor’s careful interventions discourse, building on recall which led synergy effect articulation This combination proved be potentially successful strategy effectively promoting mathematics, as demonstrated post-test performance. At same time, our results highlight delicate scaffolding required achieve beneficial effect.