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Abstract
This paper describes a research study into the teaching of mathematical thinking skills. Nine classes of students (in total) who had followed a course emphasising metacognitive skills outperformed their control groups on assessments of those skills and were also more successful on measures of their mathematical development. However, participant observation data revealed that there were important variations in teaching style between teachers and the success of their classes varied considerably. Observational data was used to classify the teaching styles into four groups. The teaching styles of the two most successful groups, the ‘dynamic scaffolders’ and the ‘reflective scaffolders’, are analysed here.