“DIFFERENTIATION OF TASKS IN MATHEMATICS LESSONS BASED ON THE EXPERIENCE OF PRESIDENTIAL SCHOOLS: A PRACTICAL MODEL BASED ON SCAFFOLDING”
Keywords:
differential approach, scaffolding, task differentiationAbstract
This article analyzes scaffolding as an effective approach to differentiating tasks in mathematics lessons. The study was conducted considering the diversity of students’ knowledge levels and cognitive processing speeds in the context of general secondary schools. Within the practical component of the research, two versions of the same mathematical problem — a traditional (standard) format and a guided (scaffolded) format — were designed, and their impact on students’ problem solving processes was observed. The scaffolded task model does not aim to simplify the problem itself but rather to deconstruct complex cognitive processes into smaller, logically structured steps. Through this approach, students are guided on how to initiate problem-solving, select appropriate formulas, and construct solutions in a coherent and systematic manner. The findings indicate that guided tasks increase classroom engagement among low-achieving students, reduce the number of unanswered responses, and support the development of written reasoning skills. The paper presents the theoretical foundations of scaffolding, an algorithm for reconstructing mathematical tasks, and practical recommendations for teachers. The proposed model can be directly applied by teachers working in general secondary schools, specialized educational institutions, and international curriculum contextsReferences
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