Theory Development in Design-Based Research: An Example about Scaffolding Mathematical Language

Abstract

This chapter shows how a design-based research project can make a contribution to theory development. The exemplary case is about how teachers can scaffold students with linguistically diverse backgrounds to develop the subject-specific school language required to participate in mathematics classrooms. Design-based research often yields so-called humble or local instruction theories. The focus of this chapter, however, is on more general theory development, namely about whole-class scaffolding. We argue that the simultaneous use and development of both general and specific types of theories can assist in gaining both theoretical knowledge about a general idea and practical knowledge about how to enact such an idea in education.