The thinking process of the teachers with pseudo contingent when giving scaffolding in the teaching and learning of mathematics

Abstract

This study aims to describe thinking processes of teachers with pseudo contingent when they give scaffolding in the teaching and learning of mathematics. The participants of this study were two teachers who teach mathematics at high schools in Banda Aceh and Aceh Besar. To collect the data, the researchers recorded the teachers' classroom practices by using videotape. Later on, the researchers interviewed the teachers by using a method namely stimulated recall. Furthermore, the researchers explored the teachers' thinking processes based on three criteria consisted of generating ideas, clarifying ideas and assessing ideas. Findings showed that the participants only considered learning outcome as a component which has to be mastered by the students rapidly. In other words, the teachers only assisted the students to understand the subject without considering the value of their assistance. Moreover, the participants were not eager to understand the mathematical concepts. Therefore, they had misconceptions about contents of mathematics given and were not able make decisions when they gave the scaffolding to the students.