Teaching mathematical modeling in the classroom: Analyzing the scaffolding methods of teachers

Abstract

Empirical studies demonstrate that students have various difficulties in the mathematical modeling and therefore need teacher support. This research explains teacher support in mathematical modeling through the three characteristics of scaffolding (i.e., contingency, fading, and transfer of responsibility). Studies using this theoretical perspective involve open questions concerning which teacher support is suitable for effective scaffolding methods. This study aims to examine the scaffolding methods of teachers who used different participant structures during mathematical modeling activities. This paper argues that teachers’ participation structures relate to their scaffolding methods. It also addresses issues that teachers may reflect on while supporting modeling activities.