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Intertwining Lexical and Conceptual Learning Trajectories - A Design Research Study on Dual Macro-Scaffolding towards Percentages
2015
Eurasia Journal of Mathematics, Science and Technology Education
Monolingual or multilingual students with low academic language proficiency need to acquire conceptual understanding for percentages and the language to communicate about them. The design research study explores how these two learning goals can be fostered by a macro-scaffolding approach for seventh grade students. The dual hypothetical learning trajectory starts from students' prior experiences and guides them, via several levels, towards the mathematical models and meanings (conceptual
doi:10.12973/eurasia.2015.1497a
fatcat:ppfjc2aon5ga5iqj422cfmqnya