Dynamic Responsive Pedagogy: Implications of Micro-Level Scaffolding

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dc.contributor.authorSabbaghan, Soroush
dc.contributor.authorPreciado Babb, Paulino
dc.contributor.authorMetz, Martina
dc.contributor.authorDavis, Brent
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2015-08-10T20:57:53Z
dc.date.available2015-08-10T20:57:53Z
dc.date.issued2015-06
dc.description.abstractIn mathematics education, scaffolding is often viewed as a mechanism to provide temporary aid to learners to enhance mathematical understanding. Micro-level scaffolding is process by which the teacher returns the student(s) to a conceptual point where scaffolding is not needed. Then the teacher creates a series of incrementally more complex tasks leading to the original task. This process is dynamic, as it often requires multiple steps, and it is responsive because involves moment-by-moment assessment, which shapes each increment. In this paper, we present data on how experienced teachers in the Math Minds Initiative employ micro-level scaffolding. Implications of micro-level scaffolding are discussed.en_US
dc.description.refereedNoen_US
dc.identifier.citationSabbaghan, S., Preciado Babb, P., Metz, M. & Davis, B. "Dynamic Responsive Pedagogy: Implications of Micro-Level Scaffolding" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 198-207. Calgary, Canada: Werklund School of Education, University of Calgary.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5302
dc.identifier.isbn978-0-88953-384-4
dc.identifier.urihttp://hdl.handle.net/1880/50874
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.subjectScaffoldingen_US
dc.subjectResponsive pedagogyen_US
dc.subjectMathematics educationen_US
dc.subjectMathematics for teachersen_US
dc.titleDynamic Responsive Pedagogy: Implications of Micro-Level Scaffoldingen_US
dc.typeunknown
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