Scaffolding numeracy: pre-service teachers' perspective

Scaffolding has become increasingly popular as it provides teachers with an appealing alternative to traditional classroom techniques of teaching. Recent research identified a number of different ways that scaffolding can be used in the classroom to improve students’ numeracy levels in primary schools. However, despite the importance of scaffolding, pre-service teachers experience difficulties in understanding the complex techniques of scaffolding and often fail to make connections between theoretical explanations and their practical use. This paper examines current perceptions of scaffolding by a cohort of pre-service teachers, both in its conceptual framework and its practical implications to teaching in the classroom, and to teaching numeracy in particular. The results indicated that the participants appreciated the importance of scaffolding as an alternative to the traditional forms of educational instruction. However, they continue to demonstrate a limited appreciation of the more complex and theoretical aspects of scaffolding.

[1]  I. Verenikina From Theory to Practice: What does the Metaphor of Scaffolding Mean to Educators Today? , 2004, Outlines. Critical Practice Studies.

[2]  L. Vygotsky Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[3]  Identifying and describing teachers ’ scaffolding practices in mathematics , 2004 .

[4]  Julia Anghileri,et al.  Scaffolding practices that enhance mathematics learning , 2006 .

[5]  N. Bednarz,et al.  Mathematics for Tomorrow’s Young Children , 1996 .

[6]  C. Myers Educational Psychology , 1904, Nature.

[7]  C. Stone The Metaphor of Scaffolding , 1998, Journal of learning disabilities.

[8]  Trish O'Toole,et al.  Social Interaction: A Vehicle for Building Meaning , 2004 .

[9]  P. Renshaw A Sociocultural View of the Mathematics Education of Young Children , 1996 .

[10]  Jens Rasmussen,et al.  The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor , 2001 .

[11]  Anastasia S. Morrone,et al.  Patterns of Instructional Discourse that Promote the Perception of Mastery Goals in a Social Constructivist Mathematics Course , 2004 .

[12]  H. Daniels Vygotsky and Pedagogy , 2001 .

[13]  K. Beswick It depends on the students: Influencing teachers' beliefs about the ends and means of numeracy teaching , 2005 .

[14]  L. S. Vygotksy Mind in society: the development of higher psychological processes , 1978 .

[15]  Luis C. Moll,et al.  Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology , 1991 .

[16]  Luis C. Moll Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology , 1991 .

[17]  G. Jacobs Providing the Scaffold: A Model for Early Childhood/Primary Teacher Preparation , 2001 .