A Content Analysis of Educational Scaffolding Used in Post-and-Reply Sessions on a Mathematics Homework Help Message Board

Abstract

With the great influx of resources available to students within their own homes, answers and assistance to traditional homework assignments are being sought. Online searches and discussion boards have become an immediate refuge for those with a lack of understanding. Classical educational theories, too, have been translated for these digital realms to better assess authentic learning experiences. Analyzing and understanding the discussion patterns and key phrases employed by message board members acting as online tutors in terms of scaffolding theory may yield a better clarification and assessment of learning experiences within an online math homework help message board. The discovery of these relationships may help optimize quests for new information by demonstrating the need and importance of communication skills in mathematics.