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Introduction
Scaffolding refers to the teachers’ responsive support that helps a pupil perform a task they cannot yet complete by themself and that is intended to bring the pupil gradually to a state of competence and independence in which he can complete a similar task independently. In this study we are investigating how a teacher can scaffold the development of language needed for mathematical reasoning about line graphs. We are interested in the effect of the teacher’s scaffolding on students’ quality of reasoning about line graphs. As a sub-domain we question whether scaffolding of the teacher might be more or less beneficial for particular subgroups.
1. Does scaffolding of a teacher (the intervention) foster students’ mathematical reasoning about line graphs?
2. Were students with different mathematical achievements equally prepared to study line graphs based on the pre-test scores?
3. Is the scaffolding of the teacher equally effective in fostering mathematical reasoning of students with different mathematical achievements?
4. The criteria for passing the post-test was 32. Did students of different gender pass the post-test equally well?
5. Think of another possible research question (try to be unique!), formulate it and answer.
Methodology
In this study a teacher was encouraged to employ a repertoire of six strategies (e.g., Reformulating or extending pupils’ spoken or written utterances) in a mathematics classroom (75 pupils; aged 10-12) over the course of 8 lessons online graphs. Initial information on student gender and general level of mathematical achievement is included. Before the intervention, a baseline mathematical language test was administered assessing mathematical reasoning about line graphs. This test contained 8 items with possible scores per item ranging from 0-10. Higher scores indicate better reasoning about line graphs. All items are equally important. One week after the lessons a posttest was administered with similar (parallel) items as the pretest.
Assignment
You will be writing the result section for this study and a short conclusion and discussion. To answer the research questions the dataset is provided: dataset_2022.sav is an SPSS file.
For each question (including your own question!) you will have to describe how you approached answering it.
o Often you will first have to manipulate your data in order to answer the question. Be sure to explain in your text how you did so.
o Be sure to include the question, the hypotheses, the test-choice and the assumption-checks (please note that for some assumptions you also have to state and test hypotheses).
o Conduct your tests in SPSS, and report your findings in APA style.
o It is important that you interpret your findings clearly in your text based on descriptive statistics. Also use effect sizes when appropriate.
o Be sure to provide an answer to the research question.
• Provide a conclusion: a short summary of your findings but without using statistics will do.
• Provide a small discussion: point out a weakness of the study and how this might be solved in a future iteration of this research.
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