Buch, Englisch, 210 Seiten, Format (B × H): 148 mm x 210 mm
The Role of Visual Perception and Teacher Beliefs
Buch, Englisch, 210 Seiten, Format (B × H): 148 mm x 210 mm
Reihe: Perspektiven der Mathematikdidaktik
ISBN: 978-3-658-53824-8
Verlag: Springer
This monograph examines mathematics teachers’ scaffolding during cooperative learning in authentic classroom settings. Based on a multiple-case study of four junior secondary mathematics teachers in Beijing, it combines classroom video, wearable eye-tracking data, and teacher interviews to investigate teachers’ scaffolding practices, visual perception, and beliefs about cooperative learning.
The findings highlight contingency as a defining feature of effective scaffolding and show how teachers’ visual perception and beliefs about the goals of cooperative learning and their roles within it help explain differences in the support they provide. By moving beyond observable classroom behavior to examine the perceptual and belief-related processes underlying scaffolding, the monograph offers a process-oriented account of mathematics teachers’ professional competence in cooperative learning. It also provides implications for mathematics teacher education, professional development, and research on classroom interaction.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Introduction.- Literature Review.- Research Design.- Mathematics Teachers’ Scaffolding in Cooperative Learning.- The Relationship Between Teachers’ Scaffolding Practices and Visual Perception.- Teachers’ Goal Beliefs and Scaffolding Practices in Cooperative Learning.- Teachers’ Role Beliefs and Scaffolding Practices in Cooperative Learning.- Conclusions and Implications.- Significance, Limitations, and Future Directions.- References.
