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Chapter 2 reviews literature and studies on scaffolding techniques in teaching geometry, emphasizing their effectiveness in enhancing problem-solving abilities. It discusses foundational theories like Vygotsky's Zone of Proximal Development and presents various studies, both foreign and local, that demonstrate the positive impact of scaffolding on students' understanding and performance in mathematics. The synthesis highlights the importance of culturally relevant approaches and the need for adaptive teaching methods to support diverse learners.

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barda

Chapter 2 reviews literature and studies on scaffolding techniques in teaching geometry, emphasizing their effectiveness in enhancing problem-solving abilities. It discusses foundational theories like Vygotsky's Zone of Proximal Development and presents various studies, both foreign and local, that demonstrate the positive impact of scaffolding on students' understanding and performance in mathematics. The synthesis highlights the importance of culturally relevant approaches and the need for adaptive teaching methods to support diverse learners.

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**Chapter 2**

**Review of Related Literature and Studies**

This chapter presents a thorough review of literature and studies related to


scaffolding techniques in teaching geometry, specifically geometric equations. The
discussion is organized into related literature, which covers foundational theories
and general concepts, and related studies, which are further divided into foreign
and local studies. This structure ensures a comprehensive understanding of the
topic and establishes the theoretical and empirical bases for the current research.

**Related Literature**

The scaffolding teaching method is rooted in Vygotsky's Zone of Proximal


Development (ZPD), which emphasizes the gap between what learners can achieve
independently and what they can accomplish with guidance from a knowledgeable
individual. This concept has evolved to include various forms of structured support,
such as peer collaboration and interactive problem-solving tasks, which act as
dynamic scaffolding tools (Fernández et al., 2015). These tools facilitate learning by
breaking complex tasks into manageable steps, thus enabling learners to gradually
master challenging concepts.

Scaffolding aligns with the constructivist learning theory, which posits that learners
actively construct knowledge through experiences and engagement (Piaget, 1970).
In mathematics education, scaffolding techniques like visual aids, prompts, and
feedback have proven effective in reducing cognitive load and enhancing problem-
solving skills (Dede & Sochacki, 2021; Esparcia et al., 2024). Cognitive Load Theory
further supports scaffolding by emphasizing the importance of reducing extraneous
cognitive burdens, allowing learners to focus on essential tasks (Sweller, 1988).

Scaffolding also aligns with dialogic teaching, which emphasizes interactive


dialogue to stimulate learning. Baker (2015) highlighted that dialogic teaching
complements scaffolding by fostering student engagement and supporting their
gradual transition to independent problem-solving. This interactive approach
encourages learners to articulate their reasoning, enhancing their conceptual
understanding.

**Related Studies**
*Foreign Studies*

Kapur (2015) conducted a study to explore the use of scaffolding in enhancing


problem-solving skills. The respondents comprised high school students from
Singapore, who were divided into experimental and control groups. The
experimental group engaged in structured activities with guided examples and
cues, while the control group worked independently. Data were collected through
pre-tests and post-tests, and statistical analysis revealed that students in the
experimental group significantly outperformed their peers in problem-solving tasks.
The study concluded that scaffolding not only improves immediate performance but
also facilitates long-term skill transfer, underscoring the importance of gradual
removal of support.

Gholam (2018) examined the impact of individualized scaffolding strategies in


mathematics classrooms. The study involved 120 middle school students in the
United States. Data were collected through classroom observations and
performance assessments. The findings indicated that students who received
tailored scaffolding demonstrated superior problem-solving abilities compared to
those who did not. Gholam emphasized the critical role of individualized support in
aligning instructional techniques with students’ Zone of Proximal Development.

Huang and Witz (2018) conducted a quasi-experimental study in China to


investigate the effectiveness of the WZOLT scaffolding web on students’
comprehension of algebraic and geometric equations. The respondents included
200 high school students divided into experimental and control groups. The
experimental group utilized the WZOLT web, while the control group followed
traditional teaching methods. Data collection involved pre-tests, post-tests, and
retention tests. Results showed that the experimental group achieved higher
comprehension and retention levels, highlighting scaffolding’s role in fostering both
immediate learning and long-term knowledge retention.

*Local Studies*

Khan et al. (2022) investigated the effect of scaffolding techniques on academic


achievement in mathematics among Grade 8 students in the Philippines. Using a
quasi-experimental design, the study compared the performance of students taught
with scaffolding strategies to those taught using conventional methods. The
respondents consisted of 60 students, evenly divided between experimental and
control groups. Data were gathered using pre-tests and post-tests, and the analysis
revealed that the experimental group scored significantly higher. The study
concluded that scaffolding enhances conceptual understanding and problem-solving
abilities.

Esparcia, Piñero, and Futalan (2024) explored peer tutoring as a scaffolding


technique in mathematics education. The study involved 80 high school students in
Cebu, Philippines, who participated in one-on-one peer tutoring sessions. Data
collection included pre-tests, post-tests, and student feedback surveys. The findings
demonstrated significant improvements in comprehension and problem-solving
skills among students who engaged in peer tutoring. The researchers emphasized
the collaborative nature of peer tutoring, which fosters active engagement and
mutual learning.

Sari et al. (2024) examined the application of scaffolding techniques to support


students with math anxiety in Indonesia. The study included 100 secondary school
students identified as experiencing math anxiety. The intervention involved
structured problem-solving sessions with scaffolding support. Data collection utilized
pre-tests, post-tests, and anxiety level assessments. Results indicated that
scaffolding not only improved problem-solving accuracy but also reduced anxiety
levels, enabling students to approach mathematical challenges with greater
confidence.

**Synthesis**

The reviewed literature and studies collectively highlight the effectiveness of


scaffolding techniques in enhancing students’ understanding and problem-solving
abilities in mathematics, particularly geometry. Foreign studies emphasize the
versatility of scaffolding in various contexts, such as group problem-solving (Kapur,
2015) and individualized strategies (Gholam, 2018), while local studies underscore
the importance of culturally relevant approaches, such as peer tutoring (Esparcia et
al., 2024). Both sets of studies align with the theoretical frameworks of the Zone of
Proximal Development and Cognitive Load Theory, demonstrating scaffolding’s role
in bridging the gap between current abilities and potential competence. These
findings support the rationale for implementing scaffolding techniques in the
present study, which aims to improve Grade 8 students’ comprehension of
geometric equations.

Apologies for the oversight. Let me include the paraphrase and indicate the page
where the quoted text was taken from.
Related Study
In the study conducted by Triutami et al. (2020), the use of scaffolding techniques to
enhance students' ability in solving geometry problems was explored. The study
aimed to describe students' difficulties in solving geometry problems and identify
types of scaffolding that would be beneficial in supporting them. According to
Triutami et al. (2020), "scaffolding is an effective tool to help students
improving their learning quality. It is a support given by the teacher
especially for those who encounter difficulties in understanding a concept
or solving a problem" (p. 94).
The participants were 36 ninth-grade junior high school students in Banyuwangi,
Indonesia. One student, initially at a Unistructural level (first problem) and Multi-
structural level (second problem), was chosen for in-depth analysis. Data were
gathered from students’ written work, observations, and interviews, and analyzed
qualitatively using descriptive methods. It was found that the student's difficulties
were primarily due to a lack of conceptual understanding and an inability to make
mathematical connections.
The types of scaffolding employed included explaining (showing and telling),
reviewing (looking, touching, and verbalizing), and developing conceptual thinking
(making connections). These scaffolding strategies significantly supported the
student's improvement from Unistructural and Multi-structural levels to Relational
and Extended Abstract levels according to SOLO Taxonomy.
The relevance of this study lies in its demonstration of how tailored scaffolding
supports students in overcoming challenges in geometry problem-solving,
ultimately fostering deeper comprehension and more advanced cognitive
engagement in mathematical tasks. This highlights the importance of adaptive,
responsive teaching methods in addressing individual learning needs.

The quoted text was taken from page 94 of the document. Let me know if you need
any more adjustments!

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