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Formative Scaffolding: how to alter the level and strength of self-efficacy and foster self-regulation in a mathematics test situation
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-6787-7788
Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
2018 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 27, no 5, p. 667-690Article in journal (Refereed) Published
Abstract [en]

The aim of the present study is to advocate the use of a participatory action research programme, the Formative Scaffolding Programme (FSP), in mathematics. The FSP’s main structure is presented as well as an implementation of a class intervention, with the aim of exploring the FSP test cycle’s virtues in a social science class in a Swedish upper-secondary school. The motivations for the FSP’s development were to enhance students’ awareness of their mathematical proficiency, alter the level and strength of their self-efficacy, foster self-regulated learning (SRL), reduce and prevent mathematics-related anxiety, and visualise the learning process in mathematics. The primary findings of the study were there was a resemblance between the FSP setting and SRL phases, and that participation in the test cycle altered the level and strength of students’ self-efficacy and fostered self-regulation in a mathematics test situation. The benefits of working in a formative scaffolding manner indicate that it is worth implementing the FSP on a larger scale. The study is an example of how students can engage in transforming classroom practice and be radical agents of change. 

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018. Vol. 27, no 5, p. 667-690
Keywords [en]
Formative feedback, mathematics, scaffolding, self-efficacy, self-regulated learning, participatory action research
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-183675DOI: 10.1080/09650792.2018.1538893ISI: 000569434000004Scopus ID: 2-s2.0-85055707315OAI: oai:DiVA.org:liu-183675DiVA, id: diva2:1645336
Available from: 2022-03-17 Created: 2022-03-17 Last updated: 2022-04-06Bibliographically approved

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Grothérus, AnnikaJeppsson, FredrikSamuelsson, Joakim

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