Like a bridge: Scaffolding as a means of assisting low-attaining students in mathematics during cognitively challenging tasks

The present study examined the case of two upper primary teachers and two low-attaining target students in each of their classes. This study was a component of a large study examining three specific types of mathematics tasks aimed at building conceptual understanding. The two classes observed and described in the present study were engaged in using these cognitively challenging types of mathematics tasks. The study aimed to explore the impact that particular scaffolding practices had on the cognitive and affective responses of the target students during their work on these challenging tasks. The three scaffolding practices focussed on during this study were the use of discussion; the use of manipulative materials and visual representations; and explicit attention paid to concepts.