Abstract
Scaffolding is considered as an interactive system that enables a learner to accomplish a task which the leaner would otherwise fail to complete without the support of a teacher or more competent peer. As teaching and learning perspectives shift from knowledge delivery through teacher’s one-sided explanation to knowledge construction through teacher-student interaction, we need to understand how students learn from their teacher or peers during classroom discussion. Scaffolding may be useful in analyzing teacher-student interactions during discussion with the entire class. This paper investigated the characteristics of scaffolding which occurred during whole class discussion in middle school mathematics classroom in regards to analytic and social scaffolding, and also analyzed the teacher's strategies that were employed to offer analytic and social scaffolding. On the basis of these findings, implications for scaffolding in whole class discussion were discussed.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
