Title

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

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