The Role of Human-Technology Scaffolding in Changing the Dynamics of the Classroom

摘要

In developing Math Pursuits, we designed a learning environment that helps learners connect mathematics to the world around them. This article advances a continuing line of research to assess a mathematical learning environment on improving student engagement and learning for a variety of students. The learning environment incorporated distributed scaffolding using both human and technological supports. We conducted pilot testing over 3 years with three fifth-grade classrooms from two Midwestern schools in urban and suburban environments. Through an iterative research cycle, we identified challenges presented by this goal and made modifications to the original learning environment. Through a quantitative content analysis along with qualitative descriptions of videotaped classroom sessions, we noted a dramatic change in classroom dynamics, from a very quiet classroom with limited teacher-student interaction to a more interactive classroom where the teacher quickly scanned the room to provide the support needed by the students. Over time, as more technological supports were added to the learning environment, the support shifted from predominantly teacher-based to more computer-based, enabling the teacher to provide targeted, more in-depth support where needed.