Scaffolding Preservice Teachers Online: The Roles Of Interest And Mathematical Beliefs
Document Type
Conference Proceeding
Publication Date
2008
Published In
Proceedings Of The 8th International Conference On Learning Sciences
Abstract
Discourse analysis and grounded theory were used to study the responses of 12 preservice teachers (PTs) to scaffolding: 6 received content-informed scaffolding and 6 received performance feedback. PTs receiving content-informed scaffolding varied in the content and form of their scaffolding from PTs receiving performance feedback. Readiness to learn from scaffolding appears to be influenced by interest for mathematics and problem-oriented mathematical beliefs.
Published By
International Society Of The Learning Sciences
Editor(s)
C. A. Chinn, G. Erkens, And S. Puntambekar
Conference
8th International Conference On Learning Sciences
Conference Dates
Utrecht, Netherlands
Conference Location
June 23-28, 2008
Recommended Citation
L. S. Ray and K. Ann Renninger.
(2008).
"Scaffolding Preservice Teachers Online: The Roles Of Interest And Mathematical Beliefs".
Proceedings Of The 8th International Conference On Learning Sciences.
599-601.
https://works.swarthmore.edu/fac-education/103