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Pedagogic scaffolding practices of primary mathematics teachers
Includes abstract.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2014
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| _version_ | 1867613187872915456 |
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| access_status_str | Open Access |
| author | Schmitt, Esme |
| author2 | Jacklin, Heather |
| author_browse | Jacklin, Heather Schmitt, Esme |
| author_facet | Jacklin, Heather Schmitt, Esme |
| author_sort | Schmitt, Esme |
| collection | Thesis |
| description | Includes abstract. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/8273 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:32:09.918Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/8273 Pedagogic scaffolding practices of primary mathematics teachers Schmitt, Esme Jacklin, Heather Education Includes abstract. Includes bibliographical references (leaves 150-158). 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. 2014-10-08T09:47:17Z 2014-10-08T09:47:17Z 2009 Master Thesis Masters MA http://hdl.handle.net/11427/8273 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Schmitt, Esme Pedagogic scaffolding practices of primary mathematics teachers |
| thesis_degree_str | Master's |
| title | Pedagogic scaffolding practices of primary mathematics teachers |
| title_full | Pedagogic scaffolding practices of primary mathematics teachers |
| title_fullStr | Pedagogic scaffolding practices of primary mathematics teachers |
| title_full_unstemmed | Pedagogic scaffolding practices of primary mathematics teachers |
| title_short | Pedagogic scaffolding practices of primary mathematics teachers |
| title_sort | pedagogic scaffolding practices of primary mathematics teachers |
| topic | Education |
| url | http://hdl.handle.net/11427/8273 |
| work_keys_str_mv | AT schmittesme pedagogicscaffoldingpracticesofprimarymathematicsteachers |