Instructional Scaffolding in Mathematics

Instructional scaffolding are provisional support structures or scaffolds that are put in place to

help guide students through a new task or concept that would be beyond their unassisted

efforts (NIU, 2008). As students build their competencies in the subject matter, these

provisions are gradually removed and responsibility of learning shifts from the teacher to the

student (Larkin, 2002). Instructional scaffolds may include illustrations, hints, motivations,

warnings, examples, discussion, prompts, handouts, explanations, demonstrations, stories,

visual gestures, rubrics and cue cards (Muchmud, 2011; NIU, 2008).

When implementing instructional scaffolding there are essential elements that should be

adhered to, to ensure a successful outcome. These include (adapted from Hogan and Pressley,

1997)

 Pre-engagement phase- teachers select a suitable, meaningful and engaging task to

match curriculum goals and course learning.

 Establishing a shared goal- students and teachers agree on the goal/outcomes of the

lesson

 Active diagnosis of the understanding and needs of learner: Consider the students’

backgrounds and prior knowledge; access what students can already do and how it

can aid in development of the new task

 Providing tailored assistance-Using a variety of supports/ scaffolds as students

progress through the task

 Maintaining pursuit of the goal- support students to keep them persistent and on task;

ask for clarifications and question their methods.

  Providing feedback- make students aware of what they have done and what they have

to accomplish; provide encouragement and praise; accentuate key components of task

that leads to successful completion.

 Controlling frustration and risk- Creating classroom environment that is welcoming

and supporting that encourages students to take risks to try alternative methods.

 Assist internalization, independence and generalization -Helping students to become

less dependent on instructional supports by encouraging them to practice

independently.

Concept: Pi
Student uses an
curcular object Teacher questions
from home to students on their
derive the value of knowledge of
pi parts of a circle
(individual (Questioning)
practice)

Students work in
groups to Teacher and
determine the students discuss
value of pi from a their knowledge of
given circle pi
Teacher shows
(questions/ students how pi is (Discussion)
explainations) derived
(Demonstration)

Figure1: A flow chart showing the scaffolding process for teaching the concept of pi in
mathematics.

Figure 1 depicts an instructional scaffolding process for the teaching of the concept of pi.

Phase 1 assesses the students’ prior knowledge on the parts of the circle through a series of

questions based on a diagram showing the different components of a circle. Students are
asked to identify each part and describe the characteristic of each. Phase 2 shows where both

student and teacher discuss and share their knowledge about concept of pi. They develop a

concept rule for pi and set the goal of deriving the value for pi. Phase 3 shows a teacher

demonstration of how pi is derived using a paper circle cut-out and twine. At phase 4,

students work in groups to derive the value of pi. Here teachers closely monitor students’

progress and provide praise and assistance where needed; they also remind them where they

are and what they need to do. Students may also rely on friends for further explanation if

needed. Teachers are non-judgemental allowing students to feel safe to take risk and explore.

Finally, the students must complete a similar exercise on their own particular object (can,

toilet paper roll), to encourage independency.

References

Hogan, K., & Pressley, M. (1997). Scaffolding scientific competencies within classroom
communities of inquiry. In K. Hgan, & M. Pressley, Scaffolding scientific
competencies within classroom communities of inquiry (pp. 83-84). Cambridg, MA,
US: Brookline Books.

Larkin, M. (2002, 12 00). Using Scaffolded Instruction. Retrieved from

/png/ERIC/Scaffolding.htm: www.vtaide.com

Muchmud, T. (2011). Scaffolding Strategy in Mathematics Learning. In Proceeding

International Seminar and the Fourth National Conference on Mathematics
Education, 429-440.

NIU. (2008). Instructional Scaffolding to Improve Learning. Northern Illinois University.