caa a22 4500 445881909 CHVBK 20180317145546.0 cr unu---uuuuu 170323e20110101xx s 000 0 eng 10.1007/s10649-010-9262-5 doi (NATIONALLICENCE)springer-10.1007/s10649-010-9262-5 The effect of using a video clip presenting a contextual story on low-achieving students' mathematical discourse [Elektronische Daten] [Yifat Ben-David Kolikant, Orit Broza] The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving students' understanding of the meaning of fraction expansion. To this end, we (a) videotaped one group of three such students during a guided interaction session, (b) interviewed students and teachers about their first impressions of the use of the video clip, and (c) conducted pre-post-tests to examine the discourse students choose to employ to discuss expansion. Despite the interviewees' impression that the use of the video clips makes it easier to remember the story, the analysis of the guided interaction session revealed that the students did not use it spontaneously when asked to explain why a fraction and its expanded form are equivalent. Rather, their explanations revolved around the expansion procedure. It was the tutor's careful interventions in the discourse, building on the students' recall of the story, which led to a synergy effect that facilitated the students' understanding and articulation of the meaning of fraction expansion. This combination proved to be a potentially successful strategy in effectively promoting low-achieving students' understanding in mathematics, as demonstrated in the students' discourse and post-test performance. At the same time, our results highlight the delicate scaffolding required to achieve a beneficial effect. Springer Science+Business Media B.V., 2010 Low achievers nationallicence Discourse nationallicence Video nationallicence Learning process nationallicence Scaffolding nationallicence Ben-David Kolikant Yifat The Hebrew University of Jerusalem, Jerusalem, Israel aut Broza Orit The Hebrew University of Jerusalem, Jerusalem, Israel aut Educational Studies in Mathematics Springer Netherlands 76/1(2011-01-01), 23-47 0013-1954 76:1<23 2011 76 10649 https://doi.org/10.1007/s10649-010-9262-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-010-9262-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Ben-David Kolikant Yifat The Hebrew University of Jerusalem, Jerusalem, Israel aut NATIONALLICENCE 700 1- Broza Orit The Hebrew University of Jerusalem, Jerusalem, Israel aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 76/1(2011-01-01), 23-47 0013-1954 76:1<23 2011 76 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer