Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3414
Title: Scaffolding Preservice Teachers Online: The Roles of Interest and Mathematical Beliefs
Authors: Ray, Lillian S.
Renninger, and K. Ann
Issue Date: Jul-2007
Publisher: International Society of the Learning Sciences, Inc.
Citation: Ray, L. S. & Renninger, a. A. (2007). Scaffolding Preservice Teachers Online: The Roles of Interest and Mathematical Beliefs. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 595-597). New Brunswick, NJ, USA: International Society of the 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.
URI: https://doi.dx.org/10.22318/cscl2007.595
https://repository.isls.org//handle/1/3414
Appears in Collections:CSCL 2007

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