Using of divergent problems based on teacher scaffolding levels to grow of advanced mathematical thinking of senior high school students

Abstract

Senior High School (SHS) students need to have advanced mathematical thinking. Its growth can be measured through divergent problem solutions based on the teacher’s scaffolding levels. The problems are: (1) How to identify the levels of scaffolding by the teacher to foster advanced mathematical thinking? (2) How to get the results of the analysis to foster of advanced mathematical thinking of SHS students through divergent problem solutions based on the teacher scaffolding levels? The research method was a qualitative approach. The subject of this study was to take 5-6 students of SHS 1 of Ungaran. Research activities: (1) identifying of scaffolding leveling by teachers to foster the advanced mathematical thinking, (2) analyze the growth of advanced mathematical thinking of students of SMAN 1 Ungaran through divergent problem solutions based on the teacher scaffolding levels, (3) conducting of solution analysis of divergent problems based on teacher scaffolding levels; Interview; data analysis; and triangulation. The results: (1) Identified the level of scaffolding by the teacher how to foster advanced mathematical thinking. (2) Obtained the analysis results to foster of advanced mathematical thinking of high school students through divergent problem solutions based on teacher scaffolding leveling. Recommended advice: Teachers need to train their students to be able to work on divergent mathematical problems and provide tiered scaffolding.