Open AccessThe thinking process of the teachers with pseudo contingent when giving scaffolding in the teaching and learning of mathematics
Author(s) -
Muhammad Shahbaz Anwar,
Bainuddin Yani,
Cut Khairunnisak,
Mailizar Mailizar
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1776/1/012001
Subject(s) - mathematics education , recall , process (computing) , value (mathematics) , psychology , thinking processes , subject (documents) , cognitively guided instruction , teaching method , pedagogy , mathematics , computer science , cognitive psychology , statistical thinking , library science , operating system , statistics
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.