Attaining mathematical insight during a flow state

DOI

書誌事項

タイトル別名
  • Was there scaffolding?

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説明

<p>This post-lesson video-stimulated interview study of the creative development of mathematical insight by a Year 6 student—during group activity in class—examines whether scaffolding occurred, and if so, what was its nature? This capable mathematics student who generally disliked school mathematics, became intensely engaged both intellectually and affectively during a problem-solving task in the research period. The task, its implementation, group interactions, and teacher actions all influenced, but did not cause his insight development. Scaffolding actions that differed in nature to those identified by Bruner did occur. This study could inform researchers, teachers, and professional learning providers intending to deepen mathematical understandings and increase student interest in mathematics.</p>

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詳細情報 詳細情報について

  • CRID
    1390013485542721152
  • DOI
    10.24529/hjme.1303
  • ISSN
    27585263
    09191720
  • 本文言語コード
    en
  • データソース種別
    • JaLC
  • 抄録ライセンスフラグ
    使用可

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