Cambridge, UK: Cambridge University Press.Ĭobb, P., Boufi, A., McClain, K., & Whitenack, J. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. The zone of proximal development in Vygotsky’s analysis of learning and instruction. Student wonderings: Scaffolding student understanding wihtin student centred inquiry learning. Journal of Child Language, 2(1), 1–19.Ĭalder, N. A communication to language – A psychological perspective. Educational Studies in Mathematics, 7, 42–47.īruner, J. Decision making – The intervening variable. Educational Technology and Society, 18(1), 183–197.īishop, A. A ilot meta-analysis of computer based scafoolding in STEM education. Content knowledge for teaching: What makes it so special? Journal of Teacher Education, 59(5), 389–407.īelland, B. Scaffolding and dialogic teaching in mathematics education: introduction and review. Instructional Science, 33, 367–379.īakker, A., Smit, J., & Wegerif, R. Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds.

Retrieved from LondonĪzevedo, R., & Hadwin, A. Effective teachers of numeracy: Report of a study carried out for the Teacher Training Agency. L., Rhodes, V., Wiliam, D., & Johnson, D. Prospective teachers development of adaptive expertise. Wellington, New Zealand: Ministry of Education.Īnthony, G., Hunter, J., & Hunter, R. Quality teaching for diverse students in schooling Best evidence synthesis. Mathematics Education, as a field, needs more specific examples of effective scaffolding, in whole class settings, that includes cognitive, affective and meta-cognitive dimensions. Data from small-scale study of Pre-Service Teachers suggested that providing feedback that is responsive to the strategy of an individual student is an extremely challenging task. Since Bruner’s initial work other researchers broadened the scaffolding metaphor to include, among other aspects, models of effective scaffolding, support offered by peers in collaborative situations, meta-cognitive self-scaffolding by the individual themselves, and support within technology mediated environments.

Scaffolding was viewed as a process that provided temporary support to an individual learner. introduced the term scaffolding to describe six actions that an expert other might take to support a learner to bridge their ZPD within an instructional setting. Scaffolding had roots in Vygotsky’s Zone of Proximal Development (ZPD) within his wider socio-cultural theory.

Scaffold learning and development