Introduction
Welcome to the next post in our series connecting John Hattie’s Visible Learning research with Maths Australia’s I-CRAVE pedagogy. In this post, we will explore the powerful concepts of scaffolding and situated learning, and how they are integral to the I-CRAVE methodology in fostering deep mathematical understanding.
Understanding Scaffolding and Situated Learning
Scaffolding and situated learning are two pedagogical approaches well-supported by the research synthesised in Visible Learning for their positive impact on student achievement. Scaffolding involves providing students with temporary support structures that are gradually removed as they become more proficient. This support can take various forms, such as breaking down complex tasks, providing graphic organisers, offering sentence starters, or guiding students through initial attempts. The goal is to help students succeed at tasks they would otherwise be unable to complete independently, ultimately leading to greater independence.
Situated learning, on the other hand, emphasises the importance of learning within authentic and relevant contexts. This means connecting what students are learning in the classroom to real-world situations, making the learning more meaningful and transferable. When learning is situated, students can see the practical application of their knowledge and skills, which increases their engagement and motivation. Visible Learning: The Sequel comments on “Situated Learning”, acknowledging its importance.
Scaffolding and Situated Learning within I-CRAVE
The I-CRAVE pedagogy is inherently structured as a scaffolded approach. The systematic progression through the Concrete, Representational, and Abstract (CRA) stages provides a clear and deliberate withdrawal of support as students build their understanding.
- Concrete Stage: This initial stage provides the most support, allowing students to interact with mathematical concepts using hands-on manipulatives. This tangible experience forms a solid foundation for understanding. The I-CRAVE training also mentions “Integrating life situations and application” in relation to the Concrete stage, explicitly connecting mathematical concepts to real-world relevance, embodying the principles of situated learning.
- Representational Stage: As students move to this stage, the support shifts from physical objects to visual representations like diagrams, pictures, or charts. This requires a slightly higher level of abstraction but still provides a visual bridge between the concrete and abstract.
- Abstract Stage: In the final stage, students work with abstract symbols and notation. By this point, they have developed a strong conceptual understanding through the previous stages and require less external support.
This systematic movement from concrete to abstract understanding is a clear example of scaffolding, providing decreasing levels of support as students’ understanding grows. The I-CRAVE methodology, which is based on Piaget’s work, advocates for this progression from concrete to abstract understanding, supporting students to build their own knowledge.
The explicit inclusion of “Integrating life situations and application” and the foundational use of manipulatives in the Concrete stage ground the mathematical concepts in tangible, relevant contexts. This embodies the principles of situated learning, making the mathematics more meaningful and accessible to students. The I-CRAVE approach also aligns with “Understanding Learning and Learners” and aligning teaching with learning phases, which is fundamental to effective scaffolding.
Conclusion
Maths Australia’s I-CRAVE pedagogy effectively integrates the principles of scaffolding and situated learning. The structured progression through the Concrete, Representational, and Abstract stages provides a systematic scaffold that supports students as they develop their mathematical understanding. Furthermore, the emphasis on using manipulatives and integrating real-life applications ensures that learning is situated in relevant contexts. This dual alignment with scaffolding and situated learning, both supported by Visible Learning research, underscores the effectiveness of I-CRAVE in promoting deep and transferable mathematical knowledge. Bridge the gap between theory and real-world maths—learn how I-CRAVE uses scaffolding and context to build lasting understanding.
To learn more about the training, visit here: https://mathsaustralia.com.au/training/