Abstract
The support of students during their work on complex modelling problems is an ambitious process, especially if the students work as autonomously as possible. Scaffolding as a theoretical construct to describe how teachers should act in these situations, so that students can solve the problem as independently as possible, has proven to be adequate for empirical studies. In the research project presented, the activities analysed were those of future teachers working as tutors supporting students working on complex problems over 3 days. The tutors were educated beforehand in pre-service teacher seminars and had learned special scaffolding measure activities for this small group work. Based on an analysis of videotaped modelling processes, examples of successful and unsuccessful teacher activities are analysed. Finally, examples of appropriate strategic scaffolding measures are presented.
References
Beutel, M., & Krosanke, N. (2012). Rekonstruktion von Handlungsabläufen in komplexen Modellierungsprozessen – Schülerprobleme und Lehrerverhalten (Masters thesis). University of Hamburg.
Kaiser, G. (2016). The teaching and learning of mathematical modeling. In J. Cai (Ed.), First compendium for research in mathematics education. Reston: National Council of Teachers of Mathematics.
Kaiser, G., & Brand, S. (2015). Modelling competencies – Past development and further perspectives. In G. A. Stillman, W. Blum, & M. S. Biembengut (Eds.), Mathematical modelling in education research and practice: Cultural, social and cognitive influences (pp. 129–149). Cham: Springer.
Kaiser, G., & Stender, P. (2013). Complex modelling problems in co-operative self-directed learning environments. In G. A. Stillman, G. Kaiser, W. Blum, & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 277–293). Dordrecht: Springer.
Leiss, D. (2007). Hilf mir es selbst zu tun. In Lehrerinterventionen beim mathematischen Modellieren. Hildesheim: Franzbecker.
Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 365–380). Dordrecht: Springer.
Stender, P., & Kaiser, G. (2016). Fostering modeling competencies for complex situations. In C. Hirsch & A. R. McDuffie (Eds.), Annual perspectives in mathematics education 2016: Mathematical modeling and modeling mathematics (pp. 107–115). Reston: National Council of Teachers of Mathematics.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. The Journal of Child Psychology and Psychiatry, 17, 89–100.
Zech, F. (1996). Grundkurs Mathematikdidaktik: Theoretische und praktische Anleitungen für das Lehren und Lernen von Mathematik. Weinheim: Beltz.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this chapter
Cite this chapter
Stender, P., Krosanke, N., Kaiser, G. (2017). Scaffolding Complex Modelling Processes: An In-Depth Study. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_39
Download citation
DOI: https://doi.org/10.1007/978-3-319-62968-1_39
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-62967-4
Online ISBN: 978-3-319-62968-1
eBook Packages: EducationEducation (R0)