Pedagogic scaffolding practices of primary mathematics teachers

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dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.authorSchmitt, Esmeen_ZA
dc.date.accessioned2014-10-08T09:47:17Z
dc.date.available2014-10-08T09:47:17Z
dc.date.issued2009en_ZA
dc.descriptionIncludes abstract.en_ZA
dc.descriptionIncludes bibliographical references (leaves 150-158).en_ZA
dc.description.abstractThis study describes the pedagogical scaffolding practices of nine primary school teachers in 18 lessons in the foundation phase. These teachers were participants in an in-service training and research project called the Count One Count All project in South Africa. On the basis of a critical review of relevant literature, the study proposes a definition of complex scaffolding pedagogy that differentiates between discrete scaffolding strategies and this complex scaffolding pedagogy. Complex scaffolding connects three sets of scaffolding strategies: those that orient pedagogy to a concept, those that 'open up' the concept through interactions between teacher and learners and those that structure learner activities to enable learners to internalise concepts.en_ZA
dc.identifier.apacitationSchmitt, E. (2009). <i>Pedagogic scaffolding practices of primary mathematics teachers</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/8273en_ZA
dc.identifier.chicagocitationSchmitt, Esme. <i>"Pedagogic scaffolding practices of primary mathematics teachers."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2009. http://hdl.handle.net/11427/8273en_ZA
dc.identifier.citationSchmitt, E. 2009. Pedagogic scaffolding practices of primary mathematics teachers. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Schmitt, Esme AB - This study describes the pedagogical scaffolding practices of nine primary school teachers in 18 lessons in the foundation phase. These teachers were participants in an in-service training and research project called the Count One Count All project in South Africa. On the basis of a critical review of relevant literature, the study proposes a definition of complex scaffolding pedagogy that differentiates between discrete scaffolding strategies and this complex scaffolding pedagogy. Complex scaffolding connects three sets of scaffolding strategies: those that orient pedagogy to a concept, those that 'open up' the concept through interactions between teacher and learners and those that structure learner activities to enable learners to internalise concepts. DA - 2009 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 T1 - Pedagogic scaffolding practices of primary mathematics teachers TI - Pedagogic scaffolding practices of primary mathematics teachers UR - http://hdl.handle.net/11427/8273 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8273
dc.identifier.vancouvercitationSchmitt E. Pedagogic scaffolding practices of primary mathematics teachers. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2009 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/8273en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titlePedagogic scaffolding practices of primary mathematics teachersen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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