Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages

Birte Pöhler; Susanne Prediger

doi:10.12973/eurasia.2015.1497a

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Birte Pöhler ¹, Susanne Prediger ¹ ^*

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¹ TU Dortmund^* Corresponding Author

Abstract

Background:
Monolingual or multilingual students with low academic language proficiency need to acquire conceptual understanding for percentages and the language to communicate about them.

Materials and methods:
The design research study explores how these two learning goals can be fostered by a macro-scaffolding approach for seventh grade students.

Results:
The dual hypothetical learning trajectory starts from students’ prior experiences and guides them, via several levels, towards the mathematical models and meanings (conceptual learning trajectory) as well as towards the necessary vocabulary for thinking and communicating about them (lexical learning trajectory), linked by the percent bar. For lexical scaffolding, the processes of offering, building and reflecting lexical means on different levels are focused. The qualitative empirical investigations of the design experiments show in depth how students’ conceptual understanding evolved together with the lexical means.

Conclusions:
For this purpose, the interpretative reconstruction of semiotic chains is instrumental.

Keywords

percentages
design research
macro scaffolding
language learners
conceptual scaffolding

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 6, 1697-1722

https://doi.org/10.12973/eurasia.2015.1497a

Publication date: 29 Sep 2015

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Article Downloads: 1274

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How to cite this article

APA

Pöhler, B., & Prediger, S. (2015). Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1697-1722. https://doi.org/10.12973/eurasia.2015.1497a

Vancouver

Pöhler B, Prediger S. Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages. EURASIA J Math Sci Tech Ed. 2015;11(6):1697-722. https://doi.org/10.12973/eurasia.2015.1497a

AMA

Pöhler B, Prediger S. Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages. EURASIA J Math Sci Tech Ed. 2015;11(6), 1697-1722. https://doi.org/10.12973/eurasia.2015.1497a

Chicago

Pöhler, Birte, and Susanne Prediger. "Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1697-1722. https://doi.org/10.12973/eurasia.2015.1497a

Harvard

Pöhler, B., and Prediger, S. (2015). Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1697-1722. https://doi.org/10.12973/eurasia.2015.1497a

MLA

Pöhler, Birte et al. "Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1697-1722. https://doi.org/10.12973/eurasia.2015.1497a