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 …

This chapter arose from the need to introduce researchers, including Master and PhD
students, to design-based research (DBR). In Sect. 16.1 we address key features of DBR …

The concept of scaffolding refers to temporary and adaptive support, originally in dyadic
adult–child interaction. It has become widely used, also in whole‐class settings, but often in …

In spite of the widely accepted need for language-responsive subject-matter teaching, few
teachers are prepared for this challenge due to the lack of empirically founded subject …

Given the challenges of scaling up content-related professional development (PD), the PD
facilitators have gained increasing attention in PD research. In this mainly programmatic and …

The concept of scaffolding can be used to describe various types of adult guidance, in
multiple settings, across different time scales. This article clarifies what we mean by …

In recent years, embedding writing into subject teaching through genre-based writing
instruction (GBWI) has been advocated in tertiary education. However, little is known about …

The boundaries between communities of teaching and educational research are very
persistent. Boundaries can be conceptualized as sociocultural differences, leading towards …

Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as
successfully as their peers. Migrant pupils' subject-specific language proficiency lags …

Explicit language objectives are included in the Swedish national curriculum for
mathematics. The curriculum states that students should be given opportunities to develop …