Araştırma Makalesi
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Ortaokul Öğrencilerinin Bakış Açısından Matematik Öğretmenlerinin Uyarlamalı ve Duyuşsal Desteği

Yıl 2023, Cilt: 17 Sayı: Özel Sayı, 695 - 719, 20.10.2023

Zeynep Çakmak Gürel

https://doi.org/10.17522/balikesirnef.1357528

Öz

Bu araştırmada matematik derslerinde öğrenciler tarafından algılanan duyuşsal desteğin uyarlanabilir desteğe etkisinin ve her iki destek biçiminin bazı değişkenler açısından incelenmesi amaçlanmıştır. Bu araştırmada korelasyonel araştırma yöntemi kullanılmıştır. Çalışma ortaokul öğrencileri ile yürütülmüştür. Uyarlanabilir destek ve duyuşsal destek algısını ölçen iki adet ölçek kullanılmıştır. Öğrencilerin destek algıları arasındaki ilişki bir yapısal eşitlik modeli ile açıklanmıştır. Elde edilen sonuçlara göre duyuşsal destek uyarlanabilir destek ile doğrudan ve anlamlı bir ilişki içindedir. Ayrıca öğrencilerin uyarlamalı destek algılarının cinsiyet değişkeninden bağımsız olduğu tespit edilmiştir. Sınıf seviyesi açısından bakıldığında, üst sınıflarda bulunan öğrencilerin öğretmenin düşük başarıya sahip öğrencilere daha az uyarlanabilir destek verdiği algısına sahip oldukları görülmüştür. Algılanan duyuşsal destek için ise öğrencilerin hem cinsiyete hem de sınıf düzeyine göre anlamlı farklılık olduğu tespit edilmiştir.

Anahtar Kelimeler

Uyarlamalı destek duyuşsal destek öğrenci algısı

Etik Beyan

Çalışma etik açıdan uygundur.

Kaynakça

  • Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. https://doi.org/10.1007/s10857-006-9005-9
  • Azevedo, R., Cromley, J., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370. https://doi.org/10.1016/j.cedpsych.2003.09.002
  • Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33(5), 367-379. https://www.jstor.org/stable/41953688
  • Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM Mathematics Education, 47(7), 1047-1065. https://doi.org/10.1007/s11858-015-0738-8
  • Baxter, J.A., & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling. Journal of Mathematics Teacher Education, 13, 7-26. https://doi.org/10.1007/s10857-009-9121-4
  • Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46, 210-223. https://doi.org/10.1002/tea.20270
  • Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23(4), 577-600. https://doi.org/10.1007/s10648-011-9176-5
  • Brok, P., Fisher, D. Rickards, T., & Bull, E. (2006). Californian science students’ perceptions of their classroom learning environments. Educational Research and Evaluation, 12, 3-25. https://doi.org/10.1080/13803610500392053
  • Broza, O., & Kolikant, Y. (2015). Contingent teaching to low-achieving students in mathematics: Challenges and potential for scaffolding meaningful learning. ZDM Mathematics Education, 47(7). https://doi.org/10.1007/s11858-015-0724-1
  • Burkhardt, H. (2006). Modelling in mathematics classrooms: Reflections on past developments and the future. ZDM Mathematics Education, 38(2), 178-195. https://doi.org/10.1007/BF02655888
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (1. basım) [Multivariate statistics for social sciences: SPSS and LISREL applications (1st ed.)]. Pegem A.
  • Dagoc, D., & Tan, D. (2018). Effects of metacognitive scaffolding on the mathematics performance of grade 6 pupils in a cooperative learning environment. International Journal of English and Education, 7(4), 378-391. https://ijee.org/assets/docs/31danis.28573226.pdf
  • Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213. https://doi.org/10.1521/scpq.17.3.213.20883
  • Dove, A., & Hollenbrands, K. (2014). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668-681. https://doi.org/10.1080/0020739X.2013.868540
  • Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. Lerner, & L. Steinberg (Eds.). Handbook of Adolescent Psychology (pp. 404-434). Wiley.
  • Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9. https://doi.org/10.1016/ j.learninstruc.2013.07.001
  • Forman, E. A., DelToro, V. R., Brown, L., & Passmore, C. (2017). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction, 48, 32-39. http://dx.doi.org/10.1016/j.learninstruc.2016.08.005
  • Fusco, D. R. (2008). School Vs. Afterschool: A Study of Equity in Supporting Children's Development. Journal of Research in Childhood Education, 22, 391-403. https://doi.org/10.1080/02568540809594635
  • Gallagher, M., Parsons, S. A., & Vaughn, M. (2022) Adaptive teaching in mathematics: a review of the literature. Educational Review, 74(2), 298-320. https://doi.org/10.1080/00131911.2020.1722065
  • González, G., & Eli, J. A. (2015). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Education, 20(2), 159-201. https://doi.org/10.1007/s10857-015-9303-1
  • Gürel, Z. Ç. (2023). Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education, 132, 104253. https://doi.org/10.1016/j.tate.2023.104253
  • Hardy, I., Decristan, J., & Klieme, E. (2019). Adaptive teaching in research on learning and instruction. Journal for Educational Research Online, 11(2), 169-191. https://doi.org/10.25656/01:18004
  • Kaya, D. (2020). The relationship between sixth grade students’ mathematics learning approaches and perceived teacher constructive affective support and mathematics achievements. IBAD Journal of Social Sciences, 7, 358-371. https://doi.org/10.21733/ibad.704886
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behavior in secondary science classes in Korea. Evaluation & Research in Education, 14, 3-22. https://doi.org/10.1080/09500790008666958
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
  • Lazarides, R., Gaspard, H., & Dicke, A. L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. https://doi.org/10.1016/j.learninstruc.2018.01.012
  • Leedy, P., & Ormrod, J. (2021). Practical research: Planning and design (12th ed.). Pearson Education.
  • Liu, R., Zhen, R., Ding, Yi., Liu, Y., Wang, J., Jiang, R., & Xu, L., (2018). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16. https://doi.org/10.1080/01443410.2017.1359238
  • Masinading, Z., & Gaylo, D. (2022). Differentiated scaffolding strategies in triangle congruence: Their effects on learners’ academic performance and confidence in mathematics. International Journal of Education and Literacy Studies, 10(2), 131-140. https://doi.org/10.7575/aiac.ijels.v.10n.2p.131
  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
  • Pol, J. V., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271-297. https://doi.org/10.1007/s10648-010-9127-6
  • Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2014) Teacher scaffolding in small-group work: an intervention study. Journal of the Learning Sciences, 23(4), 600-650. https://doi.org/10.1080/10508406.2013.805300
  • Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43, 615-641. https://doi.org/10.1007/s11251-015-9351-z
  • Pol, J. V., Vries, N., Poorthuis, A. M. G., & Mainhard T. (2022): The questionnaire on teacher support adaptivity (QTSA): Reliability and validity of student perceptions, The Journal of Experimental Education, 91(4), 765-797. https://doi.org/10.1080/00220973.2022.2100732
  • Puntambekar, S. (2022). Distributed Scaffolding: Scaffolding Students in Classroom Environments. Educational Psychology Review, 34, 451-472. https://doi.org/10.1007/s10648-021-09636-3
  • Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., & McCallum, D. M. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal of Youth and Adolescence, 42, 1028-1040. https://doi.org/10.1007/s10964-012-9801-8
  • Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, 58, 399-419. https://doi.org/10.1007/s11423-009-9142-9
  • Sakız, G. (2017). Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey. Research in Science & Technological Education, 35(1), 108-129. https://doi.org/10.1080/02635143.2017.1278683
  • Sakız, G., Pape, S. J., & Woolfolk-Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235-255. https://doi.org/10.1016/j.jsp.2011.10.005
  • Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Muller, M., & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics, 79(2), 215-237. https://doi.org/10.1007/s10649-011-9341-2
  • Schukajlow, S., Kolter, J., & Blum, W. (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education, 47(7), 1241-1254. https://doi.org/10.1007/s11858-015-0707-2
  • Smit, J., Bakker, A., Eerde, H. A. A., & Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal, 28, 457-478. https://doi.org/10.1007/s13394-016-0174-2
  • Smit, J., A. A. van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole‐class scaffolding. British Educational Research Journal, 39(5), 817- 834. https://doi.org/10.1002/berj.3007
  • Stender, S. (2018). The use of heuristic strategies in modelling activities. ZDM Mathematics Education, 50, 315-326. https://doi.org/10.1007/s11858-017-0901-5
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Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students

Yıl 2023, Cilt: 17 Sayı: Özel Sayı, 695 - 719, 20.10.2023

Zeynep Çakmak Gürel

https://doi.org/10.17522/balikesirnef.1357528

Öz

This study aimed to investigate the effect of affective support perceived by students on adaptive support in mathematics lessons and to examine both forms of support in terms of some variables. The correlational research method was used in this study. The study was conducted with secondary school students. Two scales measuring the perception of adaptive support and affective support were used. The relationship between students’ perceptions of support was explained with a structural equation model. According to the results obtained, affective support has a significant relationship with adaptive support. In addition, it was determined that students’ perceptions of adaptive support were independent of gender variable. In terms of grade level, it was observed that students in higher grades perceived that the teacher provided less adaptive support to students. There was a significant difference in perceived affective support based on both the gender and grade level of the students.

Anahtar Kelimeler

Adaptive support affective support student perception

Kaynakça

  • Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33-52. https://doi.org/10.1007/s10857-006-9005-9
  • Azevedo, R., Cromley, J., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370. https://doi.org/10.1016/j.cedpsych.2003.09.002
  • Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33(5), 367-379. https://www.jstor.org/stable/41953688
  • Bakker, A., Smit, J., & Wegerif, R. (2015). Scaffolding and dialogic teaching in mathematics education: introduction and review. ZDM Mathematics Education, 47(7), 1047-1065. https://doi.org/10.1007/s11858-015-0738-8
  • Baxter, J.A., & Williams, S. (2010). Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling. Journal of Mathematics Teacher Education, 13, 7-26. https://doi.org/10.1007/s10857-009-9121-4
  • Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46, 210-223. https://doi.org/10.1002/tea.20270
  • Belland, B. R. (2011). Distributed cognition as a lens to understand the effects of scaffolds: The role of transfer of responsibility. Educational Psychology Review, 23(4), 577-600. https://doi.org/10.1007/s10648-011-9176-5
  • Brok, P., Fisher, D. Rickards, T., & Bull, E. (2006). Californian science students’ perceptions of their classroom learning environments. Educational Research and Evaluation, 12, 3-25. https://doi.org/10.1080/13803610500392053
  • Broza, O., & Kolikant, Y. (2015). Contingent teaching to low-achieving students in mathematics: Challenges and potential for scaffolding meaningful learning. ZDM Mathematics Education, 47(7). https://doi.org/10.1007/s11858-015-0724-1
  • Burkhardt, H. (2006). Modelling in mathematics classrooms: Reflections on past developments and the future. ZDM Mathematics Education, 38(2), 178-195. https://doi.org/10.1007/BF02655888
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (1. basım) [Multivariate statistics for social sciences: SPSS and LISREL applications (1st ed.)]. Pegem A.
  • Dagoc, D., & Tan, D. (2018). Effects of metacognitive scaffolding on the mathematics performance of grade 6 pupils in a cooperative learning environment. International Journal of English and Education, 7(4), 378-391. https://ijee.org/assets/docs/31danis.28573226.pdf
  • Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213. https://doi.org/10.1521/scpq.17.3.213.20883
  • Dove, A., & Hollenbrands, K. (2014). Teachers’ scaffolding of students’ learning of geometry while using a dynamic geometry program. International Journal of Mathematical Education in Science and Technology, 45(5), 668-681. https://doi.org/10.1080/0020739X.2013.868540
  • Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. Lerner, & L. Steinberg (Eds.). Handbook of Adolescent Psychology (pp. 404-434). Wiley.
  • Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9. https://doi.org/10.1016/ j.learninstruc.2013.07.001
  • Forman, E. A., DelToro, V. R., Brown, L., & Passmore, C. (2017). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction, 48, 32-39. http://dx.doi.org/10.1016/j.learninstruc.2016.08.005
  • Fusco, D. R. (2008). School Vs. Afterschool: A Study of Equity in Supporting Children's Development. Journal of Research in Childhood Education, 22, 391-403. https://doi.org/10.1080/02568540809594635
  • Gallagher, M., Parsons, S. A., & Vaughn, M. (2022) Adaptive teaching in mathematics: a review of the literature. Educational Review, 74(2), 298-320. https://doi.org/10.1080/00131911.2020.1722065
  • González, G., & Eli, J. A. (2015). Prospective and in-service teachers’ perspectives about launching a problem. Journal of Mathematics Teacher Education, 20(2), 159-201. https://doi.org/10.1007/s10857-015-9303-1
  • Gürel, Z. Ç. (2023). Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers. Teaching and Teacher Education, 132, 104253. https://doi.org/10.1016/j.tate.2023.104253
  • Hardy, I., Decristan, J., & Klieme, E. (2019). Adaptive teaching in research on learning and instruction. Journal for Educational Research Online, 11(2), 169-191. https://doi.org/10.25656/01:18004
  • Kaya, D. (2020). The relationship between sixth grade students’ mathematics learning approaches and perceived teacher constructive affective support and mathematics achievements. IBAD Journal of Social Sciences, 7, 358-371. https://doi.org/10.21733/ibad.704886
  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (2000). Classroom environment and teacher interpersonal behavior in secondary science classes in Korea. Evaluation & Research in Education, 14, 3-22. https://doi.org/10.1080/09500790008666958
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x
  • Lazarides, R., Gaspard, H., & Dicke, A. L. (2019). Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction, 60, 126-137. https://doi.org/10.1016/j.learninstruc.2018.01.012
  • Leedy, P., & Ormrod, J. (2021). Practical research: Planning and design (12th ed.). Pearson Education.
  • Liu, R., Zhen, R., Ding, Yi., Liu, Y., Wang, J., Jiang, R., & Xu, L., (2018). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3-16. https://doi.org/10.1080/01443410.2017.1359238
  • Masinading, Z., & Gaylo, D. (2022). Differentiated scaffolding strategies in triangle congruence: Their effects on learners’ academic performance and confidence in mathematics. International Journal of Education and Literacy Studies, 10(2), 131-140. https://doi.org/10.7575/aiac.ijels.v.10n.2p.131
  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83
  • Pol, J. V., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271-297. https://doi.org/10.1007/s10648-010-9127-6
  • Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2014) Teacher scaffolding in small-group work: an intervention study. Journal of the Learning Sciences, 23(4), 600-650. https://doi.org/10.1080/10508406.2013.805300
  • Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43, 615-641. https://doi.org/10.1007/s11251-015-9351-z
  • Pol, J. V., Vries, N., Poorthuis, A. M. G., & Mainhard T. (2022): The questionnaire on teacher support adaptivity (QTSA): Reliability and validity of student perceptions, The Journal of Experimental Education, 91(4), 765-797. https://doi.org/10.1080/00220973.2022.2100732
  • Puntambekar, S. (2022). Distributed Scaffolding: Scaffolding Students in Classroom Environments. Educational Psychology Review, 34, 451-472. https://doi.org/10.1007/s10648-021-09636-3
  • Rice, L., Barth, J. M., Guadagno, R. E., Smith, G. P. A., & McCallum, D. M. (2013). The role of social support in students’ perceived abilities and attitudes toward math and science. Journal of Youth and Adolescence, 42, 1028-1040. https://doi.org/10.1007/s10964-012-9801-8
  • Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2010). Scaffolding group explanation and feedback with handheld technology: impact on students’ mathematics learning. Educational Technology Research and Development, 58, 399-419. https://doi.org/10.1007/s11423-009-9142-9
  • Sakız, G. (2017). Perceived teacher affective support in relation to emotional and motivational variables in elementary school science classrooms in Turkey. Research in Science & Technological Education, 35(1), 108-129. https://doi.org/10.1080/02635143.2017.1278683
  • Sakız, G., Pape, S. J., & Woolfolk-Hoy, A. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235-255. https://doi.org/10.1016/j.jsp.2011.10.005
  • Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Muller, M., & Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics, 79(2), 215-237. https://doi.org/10.1007/s10649-011-9341-2
  • Schukajlow, S., Kolter, J., & Blum, W. (2015). Scaffolding mathematical modelling with a solution plan. ZDM Mathematics Education, 47(7), 1241-1254. https://doi.org/10.1007/s11858-015-0707-2
  • Smit, J., Bakker, A., Eerde, H. A. A., & Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal, 28, 457-478. https://doi.org/10.1007/s13394-016-0174-2
  • Smit, J., A. A. van Eerde, H., & Bakker, A. (2013). A conceptualisation of whole‐class scaffolding. British Educational Research Journal, 39(5), 817- 834. https://doi.org/10.1002/berj.3007
  • Stender, S. (2018). The use of heuristic strategies in modelling activities. ZDM Mathematics Education, 50, 315-326. https://doi.org/10.1007/s11858-017-0901-5
  • Stender, S., & Kaiser, G. (2015). Scaffolding in complex modelling situations. ZDM Mathematics Education, 47(7), 1255-1267. https://doi.org/10.1007/s11858-015-0741-0
  • Stender, P., Krosanke, N., & Kaiser, G. (2017). Scaffolding complex modelling processes: An in-depth study. In: G. Stillman, W. Blum & G. Kaiser (Eds.), Mathematical modelling and applications: Crossing and researching boundaries in mathematics education (pp. 467-477). Springer. https://doi.org/10.1007/978-3-319-62968-1_39
  • Sun, J., Anderson R. C., Lin, T., Morris J. A., Miller, B. W., Ma, S., Nguyen-Jahiel, K. T., & Scott, T. (2022). Children’s engagement during collaborative learning and direct instruction through the lens of participant structure. Contemporary Educational Psychology, 69, 1-19. https://doi.org/10.1016/j.cedpsych.2022.102061
  • Tabak, I., & Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22(4), 393-429. https://www.jstor.org/stable/3233884
  • Tao, Y., Meng, Y., Gao, Z., & Yang, X. (2022). Perceived teacher support, student engagement, and academic achievement: A meta-analysis. Educational Psychology, 42(4), 401-420. https://doi.org/10.1080/01443410.2022.2033168
  • Tropper, N., Leiss, D., & Hanze, M. (2015). Teachers’ temporary support and worked-out examples as elements of scaffolding in mathematical modeling. ZDM Mathematics Education, 47(7), 1225-1240. https://doi.org/10.1007/s11858-015-0718-z
  • Wang, S., Christensen, C., Cui, W., Tong, R., Yarnall, L., Shear, L., & Feng, M. (2023). When adaptive learning is effective learning: comparison of an adaptive learning system to teacher-led instruction. Interactive Learning Environments, 31(2), 793-803. https://doi.org/10.1080/10494820.2020.1808794
  • Wang, M., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12-23. https://doi.org/10.1016/j.learninstruc.2013.04.002
  • Wilkins, J. L. M., & Ma, X. (2003). Modeling change in student attitude toward and beliefs about mathematics. Journal of Educational Research, 97, 52-63. https://www.jstor.org/stable/27542463
  • Wischgoll, A., Pauli, C., & Reusser, K. (2015). Scaffolding—How can contingency lead to successful learning when dealing with errors? ZDM Mathematics Education, 47(7), 1147-1159. https://doi.org/10.1007/s11858-015-0714-3
  • Wit, D. J., Karioja, K., & Rye, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: Are they related to declining attendance? School Effectiveness and School Improvement, 21(4), 451-472. https://doi.org/10.1080/09243453.2010.532010
  • Wood, D., Wood, H., & Middleton, D. (1978). An experimental evaluation of four face-to-face teaching strategies. International Journal of Behavioral Development, 1, 131-147. https://doi.org/10.1177/016502547800100203
  • Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher's emotional support and math performance: The chain mediating effect of academic self-efficacy and math behavioral engagement. Frontiers in psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.651608
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Makaleler
Yazarlar

Zeynep Çakmak Gürel 0000-0003-0913-3291

Yayımlanma Tarihi 20 Ekim 2023
Gönderilme Tarihi 8 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 17 Sayı: Özel Sayı

Kaynak Göster

APA Çakmak Gürel, Z. (2023). Adaptive and Affective Support of Mathematics Teachers from the Perspective of Secondary School Students. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 17(Özel Sayı), 695-719. https://doi.org/10.17522/balikesirnef.1357528
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