Scaffolding characteristics for elementary school teachers in mathematics learning

Mohammad Faizal Amir, Aulia Rahma Farida, Niko Fediyanto

Abstract


Scaffolding for elementary school teachers in mathematics learning has teaching characteristics that indicate the type of stimulation the teacher teaches. With this stimulation, students can learn independently according to their zone of proximal development. However, the existing literature studies allow for the addition of this type of teacher scaffolding characteristics. This study aimed to analyze the possibility of adding scaffolding characteristics of teachers to cover the gaps left by the theory and the results of previous studies. This study used a literature research method with a meta-analysis approach. The findings show that additional scaffolding characteristics are called fading-transfer of responsibility, which refers to the teacher's fading or reduction of support and the transfer of responsibility to students. Thus, it can be concluded that there are four types of scaffolding characteristics of teachers in elementary school mathematics learning, namely contingency, fading, and transfer of responsibility, and fading-transfer of responsibility.

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References


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