Scaffold Seeking

Although well-designed scaffolding may assist students to accomplish learning tasks, its insufficient capability to dynamically assess students’ abilities and to adaptively support them may result in the problem of overscaffolding. Our previous project has also shown that students using scaffolds to solve mathematical word problems for a long time may regard problem solving as a repetitive job and eventually became bored. To avoid the problem, this study redesigns the activity model of scaffolding by adopting a reverse rationale and incorporating the concept of helps seeking. Furthermore, this study proposes the activity model of scaffold seeking and designs a system that empowers students to seek scaffolds for solving mathematical word problems. A case study shows that the model may encourage students to solve problems by themselves rather than abusing scaffolds. Besides, the result also suggests that students are potential to express their thinking without the limitation of scaffolds.

[1]  M. Puustinen.  Help-seeking behavior in a problem-solving situation: Development of self-regulation , 1998 .

[2]  J. Bruner,et al.  The role of tutoring in problem solving. , 1976, Journal of child psychology and psychiatry, and allied disciplines.

[3]  M. Volman,et al.  Scaffolding in Teacher–Student Interaction: A Decade of Research , 2010 .

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

[5]  Michael J. Hannafin,et al.  Scaffolding in technology-enhanced learning environments , 2007, Interact. Learn. Environ..

[6]  Brian R. Belland,et al.  Distributed Cognition as a Lens to Understand the Effects of Scaffolds: The Role of Transfer of Responsibility , 2011 .

[7]  Beth Maloch,et al.  Scaffolding Student Talk: One Teacher's Role in Literature Discussion Groups , 2002 .

[8]  R. Sternberg.  Human Abilities: An Information Processing Approach , 1985 .

[9]  Ching-Huei Chen.  An adaptive scaffolding e-learning system for middle school students’ physics learning , 2014 .

[10]  R. Mayer,et al.  Students' miscomprehension of relational statements in arithmetic word problems. , 1987 .

[11]  L. S. Vygotskiĭ,et al.  Mind in society : the development of higher psychological processes , 1978 .

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

[13]  Slava Kalyuga.  Expertise Reversal Effect and Its Implications for Learner-Tailored Instruction , 2007 .

[14]  B. Bloom.  The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring , 1984 .

[15]  James M. Moser,et al.  The Acquisition of Addition and Subtraction Concepts in Grades One through Three. , 1984 .

[16]  Carol Midgley,et al.  Avoiding Seeking Help in the Classroom: Who and Why? , 2001 .

[17]  V. Walle,et al.  Elementary and Middle School Mathematics: Teaching Developmentally. Third Edition. , 1998 .

[18]  Vincent Aleven,et al.  Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor , 2006, Int. J. Artif. Intell. Educ..

[19]  Roy,et al.  The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning , Education , and Human Activity , 2004 .

[20]  Nicholas Elson,et al.  Aspects of Teaching and Learning. , 1983 .

[21]  W Kintsch,et al.  Understanding and solving word arithmetic problems. , 1985, Psychological review.

[22]  M. Lepper,et al.  Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. , 1996 .

[23]  Manu Kapur.  Productive Failure , 2006, ICLS.

[24]  Irina Verenikina,et al.  Scaffolding and learning: its role in nurturing new learners , 2008 .

[25]  B. Greer.  Multiplication and division as models of situations. , 1992 .

[26]  Jörg Wittwer,et al.  Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations , 2008 .

[27]  Manu Kapur,et al.  Classroom-based Experiments in Productive Failure , 2011, CogSci.

[28]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[29]  Roger Azevedo,et al.  Adaptive Content and Process Scaffolding: A key to facilitating students' self-regulated learning with hypermedia , 2011 .

[30]  David Wood,et al.  Vygotsky, Tutoring and Learning. , 1996 .

[31]  Jeanine Deen,et al.  Interaction in Two Multicultural Mathematics Classrooms. Mechanisms of Inclusion and Exclusion. , 2008 .

[32]  Athanasios Gagatsis *,et al.  Ability to Translate from One Representation of the Concept of Function to Another and Mathematical Problem Solving , 2004 .

[33]  van de Pol,et al.  Scaffolding in teacher-student interaction : exploring , measuring , promoting and evaluating scaffolding , 2012 .

[34]  D. Wood.  Social interaction as tutoring , 1989 .

[35]  J. Kruger,et al.  Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. , 1999, Journal of personality and social psychology.

[36]  Ed Elbers,et al.  Instructional dialogues: participation in dyadic interactions in multicultural classrooms. , 2005 .

[37]  Norman G. Lederman,et al.  Science teachers' diagnosis and understanding of students' preconceptions , 2003 .

[38]  Giovanna Leone.  Observing social signals in scaffolding interactions: how to detect when a helping intention risks falling short , 2011, Cognitive Processing.

[39]  Ido Roll,et al.  Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities , 2014 .

[40]  Vincent Aleven,et al.  On the Benefits of Seeking (and Avoiding) Help in Online Problem-Solving Environments , 2014, Journal of the Learning Sciences.

[41]  Siegbert Smidt,et al.  Semantic structures of one-step word problems involving multiplication or division , 1995 .

[42]  Manu Kapur,et al.  Productive failure in learning the concept of variance , 2012 .

[43]  Bert van Oers,et al.  Scaffolding in Mathematics Education , 2020, Encyclopedia of Mathematics Education.

[44]  S. Puntambekar,et al.  Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? , 2005 .

[45]  Ido Roll,et al.  Evaluating metacognitive scaffolding in Guided Invention Activities , 2012 .

[46]  Michael J. Bossé,et al.  Assessing the Difficulty of Mathematical Translations: Synthesizing the Literature and Novel Findings , 2011, International Electronic Journal of Mathematics Education.

[47]  P. Campbell.  How to Solve It: A New Aspect of Mathematical Method , 2005 .

[48]  Karen S. Karp,et al.  Elementary and Middle School Mathematics: Teaching Developmentally. , 2012 .

[49]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .