Fixed Versus Faded Scaffolds: Which Is More Effective for Students' Self-Regulation and Mathematical Problem Solving?

• In Event: Poster Session 12
  In Poster Session: Division C Poster Session

Abstract

Research has indicated that students can be taught SRL (self-regulated learning) in scaffolding programs; however, the fading role of that scaffolding is often an overlooked component. This study of fourth-graders (n = 126) examines the effectiveness of IMPROVE metacognitive self-question prompts in a fixed vs. faded scaffolds model during planning, monitoring and reflection phases, on the facilitation of students’ SRL (metacognition, motivation), and mathematical problem solving sense making at the end of the program. Findings indicated that the faded group performed best in metacognition (knowledge of cognition), motivation (mastery goal increase, avoidance goal decrease) and problem solving compared to the fixed group. The contribution of the study is discussed.

Authors

• Bracha Kramarski, Bar-Ilan University

• Stella Gidalevich, Oranim Academic College of Education, Shaanan Academic Religious College