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Making Change Happen pp 111–126Cite as

Theory Development in Design-Based Research: An Example about Scaffolding Mathematical Language

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This chapter shows how a design-based research project can make a contribution to theory development. The exemplary case is about how teachers can scaffold students with linguistically diverse backgrounds to develop the subject-specific school language required to participate in mathematics classrooms. Design-based research often yields so-called humble or local instruction theories. The focus of this chapter, however, is on more general theory development, namely about whole-class scaffolding. We argue that the simultaneous use and development of both general and specific types of theories can assist in gaining both theoretical knowledge about a general idea and practical knowledge about how to enact such an idea in education.

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Author information

Authors and Affiliations

  1. Freudenthal Institute, Universiteit Utrecht, Princetonplein 5, NL-3584 CC, Utrecht, Niederlande

    Dr. Arthur Bakker

  2. Academie voor Pedagogiek en Onderwijs (APO), Saxion University of Applied Sciences, P.O. Box 70.000, NL-7500, KB Enschede, Niederlande

    Dr. Jantien Smit

Authors
  1. Dr. Arthur Bakker
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  2. Dr. Jantien Smit
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Correspondence to Arthur Bakker .

Editor information

Editors and Affiliations

  1. FB Sprach- u. Lit.wiss., Universität Bremen FB Sprach- u. Lit.wiss., Bremen, Germany

    Sabine Doff

  2. Zentrum für Lehrerbildung, Universität Bremen Zentrum für Lehrerbildung, Bremen, Germany

    Regine Komoss

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Bakker, A., Smit, J. (2017). Theory Development in Design-Based Research: An Example about Scaffolding Mathematical Language. In: Doff, S., Komoss, R. (eds) Making Change Happen. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-14979-6_11

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  • DOI: https://doi.org/10.1007/978-3-658-14979-6_11

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  • Publisher Name: Springer VS, Wiesbaden

  • Print ISBN: 978-3-658-14978-9

  • Online ISBN: 978-3-658-14979-6

  • eBook Packages: Social Science and Law (German Language)

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