The timing of scaffolding characteristics in mathematics learning

Abstract

The concept of scaffolding in the learning process refers to teacher support of all students in the classroom in solving the problem. The heterogeneity of the students' academic ability in the classroom affects the teacher's consideration in providing scaffolding to mathematics learning. Scaffolding is given when the student needs support. This qualitative research aims to describe the timing of scaffolding characteristics in mathematics learning based on the academic ability of students. This case study approach presents the investigation of the timing of scaffolding implementation based on students' academic ability in learning integrals. Subjects in this study weretwo experienced teachers of 12th graders from two schools in Malang, Indonesia. Their students consisted of different levels of academic ability students; low, moderate, and high. The results showed that there were three characteristics of the timing of scaffolding based on the academic ability students; immediate scaffolding for low-ability students, partly delayed scaffolding for moderate-ability students, and fully delayed scaffolding for high-ability students. This study complements the existing scaffolding characteristics.