Abstract The present study explores approaches to teacher scaffolding in digital game-based learning in primary mathematics classrooms as well as the effects on students' perceptions of learning in a digital game in which scaffolding was provided. A total of 141 primary school students and four mathematics teachers participated in the experiment, and qualitative data were collected through classroom observations and student interviews. The results identified whole-class and one-to-one scaffolding strategies, both of which had an important effect on students' learning activities and perceptions of mathematics in the context of digital games in primary education.

中文翻译：

---

小学生对数学数字游戏学习中脚手架的认知

摘要 本研究探讨了小学数学课堂中基于数字游戏的学习中教师支架的方法，以及在提供支架的数字游戏中对学生学习感知的影响。共有141名小学生和4名数学教师参加了实验，通过课堂观察和学生访谈收集了定性数据。结果确定了全班和一对一的脚手架策略，这两种策略对小学教育数字游戏背景下的学生学习活动和数学认知都有重要影响。