Scaffolding to Support Better Achievement in Mathematics

Nila Mareta Murdiyani

doi:10.21831/pg.v8i1.8496

Scaffolding to Support Better Achievement in Mathematics

Nila Mareta Murdiyani, Mathematics Department, Universitas Negeri Yogyakarta, Indonesia

10.21831/pg.v8i1.8496

Abstract

According to the National Science Education Standards, teachers should emphasize students’ interests, needs, experiences, inquiry, collaboration and understanding in their classrooms. One of the characteristics of inquiry is using scaffolding. Because of the benefits, it is important to investigate the effect of scaffolding on achievement in mathematics. Based on some relevant previous studies, scaffolding can be used to support better achievement in mathematics. In scaffolding, teacher’s guidance decreases gradually and student’s autonomy increases gradually. By giving guidance, teacher revises student’s misconceptions; while by giving autonomy, teacher supports student’s motivation in learning. Minimizing misconceptions and maximizing motivation can lead students to better achievement in mathematics. Many studies in this paper emphasize the importance of teachers' contribution in giving scaffolding to their students. Further research should be conducted to investigate the role of other people surrounding the students, such as parent and peer, in supporting effective scaffolding.

Keywords: scaffolding, achievement in mathematics, misconceptions, motivation

Keywords

scaffolding; achievement in mathematics; misconceptions; motivation

Full Text:

PDF

References

Aunola, K., Leskinen, E., & Nurmi, J.E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. British Journal of Educational Psychology, 76, 21–40. DOI: 0.1348/000709905X51608. Retrieved April 21, 2011.

Butler, K.A., & Lumpe, A. (2008). Student use of scaffolding software: Relationships with motivation and conceptual understanding. J Sci Educ Technol, 17, 427-436. DOI: 10.1007/s10956-008-9111-9. Retrieved April 18, 2011.

Cross, D.I. (2008). Creating optimal mathematics learning environments: Combining argumentation and writing to enhance achievement. International Journal of Science and Mathematics Education, 7, 905-930. Retrieved April 20, 2011, from http://omega.library.uu.nl.

De Bock, D., Van Dooren, W., Janssens, D., & Verschaffel, L. (2002). Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students’ errors. Educational Studies in Mathematics, 50, 311–334. Retrieved March 4, 2011, from http://omega.library.uu.nl.

Deci, E.L., & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation: Perspectives on motivation (Vol. 38, pp. 237-288). Lincoln: University of Nebraska Press. Retrieved April 19, 2011, from http://omega.library.uu.nl.

Dickson, S.V., Chard, D.J., & Simmons, D.C. (1993). An integrated reading/ writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16. Retrieved April 18, 2011, from http://omega.library.uu.nl.

Freudenthal, H. (1983). Didactical Phenomenology of Mathematical Structures, Dordrecht: Reidel.

Hmelo-Silver, C.E., Duncan, R.G., & Chinn, C.A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107. Retrieved March 20, 2011, from http://omega.library.uu.nl.

Johnson, D.W., & Johnson, R.T. (1990). Using cooperative learning in math. In: Cooperative learning in mathematics, Davidson. N. (Ed.). Addison-Wesley, ISBN: 0-201-23299-5, pp: 122. Retrieved April 18, 2011.

Kembitzky, K., A. (2009). Addressing Misconceptions in Geometry through Written Error Analyses. (Doctoral Dissertation, The Ohio State University, 2009) Dissertation Abstracts International, 1259169709. Retrieved March 13, 2011.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. Retrieved March 20, 2011, from http://omega.library.uu.nl.

Larkin, M.J. (2001). Providing support for student independence through scaffold instruction. Teaching Exceptional Children, 34(1), 30-34. Retrieved April 20, 2011, from http://omega.library.uu.nl.

Nesher, P. (1987). Towards an instructional theory: The role of student’s misconceptions. For the Learning of Mathematics, 7, 33-40. Retrieved March 13, 2011, from http://omega.library.uu.nl.

Quintana, C., Reiser, B.J., Davis, E.A., Krajcik, J., Fretz, E., Duncan, R.G. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13, 337–386. Retrieved April 18, 2011, from http://omega.library.uu.nl.

Samuelssons, J., & Granstrom, K. (2007). Important prerequisites for students’ mathematical achievement. Journal of Theory and Practice in Education, 3(2), 150-170. ISSN: 1304-9496. Retrieved April 20, 2011.

Vallerand, R.J., Fortier, M.S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176. Retrieved April 19, 2011, from http://omega.library.uu.nl.

Van Dooren, W., De Bock, D., Hessels, A., Janssens, D., & Verschaffel, L. (2004). Remedying secondary school students’ illusion of linearity: A teaching experiment aiming at conceptual change. Learning and Instruction, 14, 485–501. Retrieved March 4, 2011, from http://omega.library.uu.nl.

Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra, & P. R. Pintrich (Eds.). Intentional Conceptual Change, pp: 377–406. Retrieved March 4, 2011, from http://omega.library.uu.nl.

Vygotsky, L.S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100. Retrieved April 20, 2011, from http://omega.library.uu.nl.

Woolfolk, A. (2002). Motivation in learning and teaching. In: Psychology in Education (pp. 437-479). Harlow, England: Pearson.

Zakaria, E., Chin, L.C., & Daud, Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275. ISSN: 1549-3652. Retrieved April 21, 2011.

DOI: https://doi.org/10.21831/pg.v8i1.8496