A Mixed-Method Analysis of Scaffolding Patterns of High-, Average-, and Low-Achieving Students when Solving Complex Math Problems in Multimedia Environment (A Mixed-Method Analysis of Scaffolding Patterns of High-, Average-, and Low-Achieving Students when Solving Complex Math Problems in Multimedia Environment )

권정민

A Mixed-Method Analysis of Scaffolding Patterns of High-, Average-, and Low-Achieving Students when Solving Complex Math Problems in Multimedia Environment

Journal of Special Education: Theory and Practice
Abbr : JSPED
2011, 12(3), pp.1-18
Publisher : Research Institute of the Korea Special Education
Research Area : Social Science > Education

권정민 ¹

¹이화여자대학교

Accredited

ABSTRACT

The purpose of this observational study was two-fold. First, we examined the differences between achievement groups’ cognitive strategies in solving a complex math problem in computer-based assessment (CBA). Then we investigated whether the use of strategies have changed after a constructivist instruction. The tests were administered before and after they had participated for four weeks in a video-based math anchored instruction curriculum. Students’ activity on screen while problem- solving were recorded and analyzed. Four different scaffolding codes for cognitive strategies were used in the analysis. The results show that, low achieving students used more procedural scaffolding than the higher achieving peers. Students used more problem relevant scaffolding post-instruction than pre-instruction. The data indicate that the cognitive strategies used by the low-achievers have become to resemble more like the high-achievers after EAI. Implications for future research and related practices are discussed.

KEYWORDS

scaffolding, anchored instruction, math, multimedia, low-achieving

Citation status

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