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PYTHAGORAS : Jurnal Matematika dan Pendidikan Matematika

Keywords

scaffolding, achievement in mathematics, misconceptions, motivation

Document Type

Article

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

Page Range

84-91

Issue

1

Volume

8

Digital Object Identifier (DOI)

10.21831/pg.v8i1.8496

Source

https://journal.uny.ac.id/index.php/pythagoras/article/view/8496

References

Nur’aeni, E. (2010). Pengembangan kemampuan komunikasi geometris siswa SD melalui pembelajaran teori van Hiele. Jurnal Saung Guru, 1(2). Tersedia di http://jurnal.upi.edu. Diakses 19 Juni 2012.

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