Learners' critical sharing of ideas and the teacher's intentional intervention were the two critical factors for effective folding back¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of learner conversations identified learners' critical sharing of ideas and the teacher's intentional intervention as critical elements of effective folding back. → Mabotja 2018

Evidence¶

Mabotja 2018¶

Mabotja, S., Chuene, K., Maoto, S., & Kibirige, I. (2018). Tracking Grade 10 learners' geometric reasoning through folding back. Pythagoras, 39(1), a371. https://doi.org/10.4102/pythagoras.v39i1.371

q2 · i? · qualitative · r3

Cross-extract qualitative finding from narrative analysis of video-recorded conversations of two learner groups during four weeks of exploratory teaching, analysed using Polkinghorne's narrative analysis and analysis of narratives with Martin's folding-back framework.

"The data revealed that learners' critical sharing of ideas, and the teacher's intentional intervention, are critical elements for effective folding back."

Discussion¶

Related Claims¶

• Discontinuities during folding back, including algebraic errors while working outside the geometry topic, did not prevent effective folding back — related
• Folding back to inner layers of understanding supported Grade 10 learners' geometric reasoning on proof tasks — related
• The guide identifies intentional instruction, interaction and conversation, and sequentially built lessons as important factors in preschool instruction — related
• Teacher interventions that are not explicit encourage learners' self-awareness of the limitations of their current understanding without prescribing a solution — related