Research Article
Strategies to Provide Scaffolding when Teaching Mathematical Reasoning
@INPROCEEDINGS{10.4108/eai.27-8-2020.2303266, author={Mochamad Abdul Basir and Dyana Wijayanti}, title={Strategies to Provide Scaffolding when Teaching Mathematical Reasoning}, proceedings={Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ICIC}, year={2020}, month={12}, keywords={mathematical reasoning scaffolding teaching strategy}, doi={10.4108/eai.27-8-2020.2303266} }- Mochamad Abdul Basir
Dyana Wijayanti
Year: 2020
Strategies to Provide Scaffolding when Teaching Mathematical Reasoning
ICIC
EAI
DOI: 10.4108/eai.27-8-2020.2303266
Abstract
This article aims to introduce the support of scaffolding strategies in improving mathematical reasoning skills. Mathematical reasoning is one of the abilities that students are expected to achieve in learning mathematics. If students' reasoning abilities are integrated into the curriculum, it will have a positive effect on learning mathematics in the classroom. However, not a few students are weak in reasoning abilities. In Surah an-Nisa verse 9 there is an invitation not to leave someone in a weak state. Therefore, the teacher's efforts in the form of scaffolding are needed by providing assistance in the form of assistance to students at the early stages of learning, then reducing this assistance and giving students the opportunity to take on greater responsibility after being able to do it themselves. Support for scaffolding strategies in improving students' mathematical reasoning abilities includes (1) Giving stimulus problems; (2) Explanation of problem formulation; and (3) Question and answer dialogue.
