Pedagogic scaffolding practices of primary mathematics teachers

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