Anwar, Ipung Yuwono, Edy Bambang Irawan, Abdur Rahman As'ari
The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, noncontingent dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced teachers tends to be contingent dominant compared to novice teachers. © 2017 Journal on Mathematics Education.All Rights Reserved.
Syiah Kuala University, Jl.Teuku Nyak Arief, Darussalam, Aceh, 23111, Indonesia; State University of Malang, Jl. Surabaya 17, Malang, Jawa Timur, 65115, Indonesia
