scholarly journals TINJAUAN SISTEMATIS: STRATEGIS SCAFFOLDING PADA PEMBELAJARAN MATEMATIKA

2020 ◽  
Vol 10 (1) ◽  
pp. 102
Author(s):  
Imam Kusmaryono ◽  
Dyana Wijayanti
Keyword(s):  
Literature Review ◽  
Mathematics Anxiety ◽  
Mathematics Learning ◽  
Student Interaction ◽  
Scientific Article ◽  
Interaction Patterns ◽  
Scientific Publications ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Scaffolding Strategies

<p>This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support,  namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement</p>

K12 teacher-student interaction patterns in the smart classrooms

2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Wenchang He ◽  
Shuyue Cheng ◽  
Jinyao Lu ◽  
...  
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Smart Classrooms

K12 teacher-student interaction patterns in the smart classrooms

2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Yining Han ◽  
Jinyao Lu ◽  
Shuyue Cheng ◽  
Wenchang He ◽  
Qianyi Wu ◽  
...  
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Smart Classrooms

Teacher-Student Interaction Patterns In Mainstreamed Classrooms

1984 ◽  
Vol 5 (6) ◽  
pp. 51-61 ◽  
Author(s):  
Ray H. Thompson ◽  
Patrick A. Vitale ◽  
John P. Jewett
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction

GUITAR TEACHING: STATE OF THE ART AND RESEARCH QUESTIONS

2019 ◽  
Vol 4 ◽  
pp. 361
Author(s):  
Martín Gómez-Ullate García de León
Keyword(s):  
Education Research ◽  
Literature Review ◽  
State Of The Art ◽  
Student Interaction ◽  
16Th Century ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Software And Hardware ◽  
Research Questions ◽  
New Devices

This work reviews guitar methodologies and didactic materials from the first 16th century methods of guitar and vihuela to the software/hardware devices patented now-a-days. One of the richest sources for guitar education research are master classes registered since the last 50-100 years and available today to the researcher. A set of 12 master classes are analysed in this study. Fundamental decisions for the education and practice of the guitar are highlighted as the fingernails vs. yolks playing, “learning by music” vs. “learning by ear”, the use of music vs. tablature notation or the autodidactic way vs. the teacher-student interaction in class. Despite the successful new devices and advances in software and hardware, literature review reveals the importance of the teacher and the classical methods. 

Teacher-Student Interaction during Oral Reading and Rereading

1994 ◽  
Vol 26 (2) ◽  
pp. 191-209 ◽  
Author(s):  
Cathy M. Roller
Keyword(s):  
Case Studies ◽  
Oral Reading ◽  
Critical Factor ◽  
Student Interaction ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Instructional Goals ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Student Interaction

In this article I report six case studies of interactions between less proficient readers and their teachers during oral reading and rereading. The questions were: Does children's reading accuracy determine teacher-student interaction patterns? Are there additional factors that explain differential interaction patterns? I determined whether the focus of teacher-student interactions shifted from decoding to meaning as accuracy rates improved with successive readings. Results indicated that a clear shift to a meaning focus occurred for one of five cases for which there were data. In the remaining cases, teacher-student interaction did not shift from decoding to meaning as accuracy improved. In one case, accuracy remained below a threshold level for achieving a meaning focus. For the others, the decoding focus decreased as accuracy improved but the shift from decoding did not lead to a focus on meaning. Children's control of meaning and teachers' focus on fluency goals, were influenced by the teachers' pursuit of alternative instructional goals. Accuracy was a critical factor in achieving meaning-focused teacher-student interactions in these case studies; however, the nature of text material and teachers' instructional goals also influenced the nature of teacher-student interactions.

scholarly journals The Dilemmas of Complexity in Design Studios and The Teachers' Role

2021 ◽  
pp. 83-95
Author(s):  
Dania Abdelaziz ◽  
Keyword(s):  
Student Interaction ◽  
Learning Design ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Design Learning ◽  
Complex Process ◽  
Holistic Understanding ◽  
Teacher Student Interaction ◽  
Teaching Learning

Learning in design studios is a complex process that overwhelms the students and results in common mutual-misunderstandings between student-teacher. This research aims to tackle teachers' role in the design studio and explore how they can help students navigate the design learning complexities. The emphasis in learning design is primarily on students who are not aware of their learning. This puts teachers at a disadvantage, sometimes not knowing what to do or concentrating on students' learning but not knowing their teaching, or even focusing on their teaching but not aware of the importance of learning how to teach. What is the teacher-student interaction patterns that can help students get over/deal with complexities in design studios learning environments? Can building up awareness of the teachers' role help the students learn and enhance their teaching methods? The research carried out a literature review to draw a holistic understanding of the dimensions of complexities in design studios and teachers' role to solve these difficulties. It can be concluded the importance of the teacher's role in teaching design is as essential as the role of the students in learning design. Teacher-student interaction enhances the students' design learning and the teachers' design teaching. Students should be aware of their roles as learners and the role of their teachers. Agreeing with the students makes the teaching-learning journey more fruitful while students get rid of their uncertainty and be more confident.

scholarly journals Teacher-student interaction in mathematics learning

2021 ◽  
Vol 10 (2) ◽  
pp. 660
Author(s):  
Irma Ayuwanti ◽  
Marsigit Marsigit ◽  
Dwi Siswoyo
Keyword(s):  
High School Students ◽  
Learning Strategies ◽  
Learning Process ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Student Interaction ◽  
Eighth Grade ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teacher Students

<span lang="IN">Teacher-students interaction is one of the most important interactions in learning. Teacher-students interaction affects student understanding.</span><span lang="IN">However, in practice, there are still many lessons that have not applied teacher-students interaction properly.</span><span lang="IN">This study aim</span><span lang="EN-US">ed</span><span lang="IN"> to reveal teacher-student interaction in the mathematics learning process that affects students’ mathematical understanding.</span><span lang="IN">This study use</span><span lang="EN-US">d</span><span lang="IN"> a qualitative method with a phenomenological approach.</span><span lang="IN">The</span><span lang="IN">research subjects were eighth-grade junior high school students. Research data were obtained through observation, interviews, and documentation.</span><span lang="IN">Observations were conducted in the eighth grade and interviews were conducted with six students from the class. The students were interviewed to express their opinions concerning learning process interactions. The results of this study show</span><span lang="EN-US">ed</span><span lang="IN"> that teacher-student interaction has affected students’ mathematical understanding consists of</span><span lang="EN-US">:</span><span lang="IN"> 1) The teacher transfers the material-the students attend to the material</span><span lang="EN-US">;</span><span lang="IN"> 2) Question-answer amid teacher-students</span><span lang="EN-US">;</span><span lang="IN"> 3) The teacher makes interesting learning strategies-students are actively involved in learning</span><span lang="EN-US">;</span><span lang="IN"> 4) Teachers give awards-students receive awards.</span>

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