Scaffolding Trajectory: Depicting Teacher Thinking K Widjajanti (a,b*), T Nusantara (b), A R Asari (b), S Irawati (b), H Kurniawan (c)
a) Jurusan Teknik Elektro, Politeknik Negeri Malang
Jalan Soekarno-Hatta 9, Malang 65141, Indonesia
*kristina[at]polinema.ac.id
b) Jurusan Matematika, Fakultas MIPA, Universitas Negeri Malang
Jalan Semarang 5, Malang 65145, Indonesia
c) Jurusan Ekonomi dan Bisnis, Politeknik Negeri Lampung
Jalan Soekarno-Hatta 10, Rajabasa Bandar Lampung 35141, Indonesia
Abstract
Contingency is the main condition of scaffolding, where scaffolding is provided in accordance with the students understanding so that the relationship between teacher and student in the problem solving process is very close. In that condition, it is worthy to learn about how the teacher thought is in diagnosing students obstacle in dealing with the problem in mathematics learning. This qualitative research aims to investigate the scaffolding trajectory in solving mathematics problems, that is limit of trigonometric. Scaffolding trajectory is used to analyse how the teacher thinks in providing assistance. Subjects in this case study were consisted of two teachers and two students of grade XII from two schools in Malang, Indonesia. The results showed that there were differences in the teachers scaffolding trajectories. There are two categories of teachers thinking in guiding students; diagnosis and lack diagnosis.
