Use of Scaffolding Strategies in Teaching and Learning of Mathematics in Class IX: Teachers’ and Students’ Perceptions
Chewang Tenzin Doya
*
Faculty of Mathematics Department, Peljorling Higher Secondary School, Samtse, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
Scaffolding is an instructional strategy that provides individualized support within a learner’s Zone of Proximal Development (ZPD). Rooted in socio-constructivist theory, it enhances teaching and learning by guiding students toward deeper understanding and skill development.
This study examines teachers' and students' perceptions of scaffolding, its impact, and the challenges of implementing scaffolding strategies in Class Nine mathematics instruction. Using a convergent parallel mixed-method design, data were collected from 333 students and 14 mathematics teachers across four Higher Secondary Schools in Samtse Dzongkhag. The survey questionnaire and interview were used to collect the data. Quantitative data were analyzed using SPSS version 22, while qualitative data were analyzed thematically.
Findings reveal that both teachers and students perceive scaffolding strategies as highly beneficial, improving student engagement, comprehension, and learning outcomes. However, challenges such as large class sizes, limited instructional time, an extensive syllabus, and resource constraints hinder effective implementation.
The study concludes that scaffolding is a valuable strategy to enhancing mathematics instruction. It recommends the integration of diverse scaffolding strategies in Bhutanese classrooms to improve teaching effectiveness and student performance.
Keywords: Scaffolding, zone of proximal development, constructivist theory