This article has two purposes: firstly to introduce this special issue on scaffolding and
dialogic teaching in mathematics education and secondly to review the recent literature on …

Parents play a central role in supporting the early learning that positions young children for
success when they enter formal schooling. For this reason, efforts to engage families in …

Providing contingent or adaptive support (ie, scaffolding) is effective. Yet it is unclear how it
promotes students' learning. In this mixed-methods study, we investigated to what extent the …

Teacher scaffolding, in which teachers support students adaptively or contingently, is
assumed to be effective. Yet, hardly any evidence from classroom studies exists. With the …

The relationship between executive functions (inhibitory control and working memory) and
metacognitive skills was investigated by applying correlational and regression analyses to …

Background Different studies reveal an association between parent involvement,
metacognition, and academic achievement; however, the majority analyse the …

This paper reports the results of a systematic literature review on empirical studies exploring
relationships between parental behaviours and children's self-regulated learning (SRL). The …

Teacher scaffolding and more specifically, support that is adapted to or contingent upon a
student's understanding, is considered effective in promoting student learning. Increasing …

Adapting support contingently to student needs by first diagnosing their current
understanding, that is, scaffolding, is considered a key aspect of excellent teaching. The use …

The concept of 'scaffolding'introduced by Wood et al.(1976) figures prominently in
educational research but lacks the empirical rigour that allows researchers to establish …