Improving the quality of mathematical discussions: The impact of small-group scaffolding

Guiding small groups working on mathematical tasks is challenging for teachers. In this study, we investigated whether using a tool that helps teachers scaffold small student groups during mathematical discussions (the SGS Tool) leads to more and qualitatively better mathematical discussions. The participants were eight teachers and 272 seventh-grade students drawn from two schools. Five teachers used the tool (SGS condition), while three did not (control condition). SGS teachers gave relatively more support than control teachers. SGS teachers also took various steps of the SGS Tool, whereas the control teachers mostly gave content support. Significantly more and qualitatively better mathematical discussions occurred in the SGS condition. We provide a qualitative illustration of two contrasting teacher–small-group interactions (one in the control condition and one in the SGS condition), followed by an analysis of the interaction processes associated with one student group in each class during one lesson. • Guiding small groups with the Small Group Scaffolding Tool leads to more mathematical discussions. • Guiding small groups with the Small-Group Scaffolding Tool elicits qualitatively better mathematical discussions. • The Small-Group Scaffolding Tool helps teachers to decide what kind of support to give to small groups.