Analysis of Scaffolding Implementation in Overcoming Mathematical Problem-Solving Difficulties of Students in Inclusive Classrooms
Keywords:
Scaffolding; Mathematical Problem Solving; Inclusive Education
Abstract
Mathematical problem solving is a fundamental competency in education; however, students with special needs in inclusive classrooms often encounter challenges that extend beyond cognitive understanding. This study aims to analyze the implementation of scaffolding in overcoming mathematical problem-solving difficulties experienced by a student with special needs in an inclusive classroom. A qualitative approach was employed to capture an in-depth understanding of the interaction between teacher support and student learning processes. The study was conducted at Almadinah Islamic School Makassar, involving a fifth-grade student with speech delay and emotional regulation difficulties, as well as the classroom teacher as a key informant. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using data reduction, categorization, and interpretation techniques. The findings reveal that the student’s difficulties were not primarily conceptual, but were related to challenges in verbal expression, emotional control, and maintaining structured problem-solving procedures. The teacher implemented various scaffolding strategies, including guiding questions, step-by-step structuring, verbal and non-verbal cues, emotional support, and reinforcement. These supports enabled the student to engage more effectively in problem-solving activities, reduce emotional disruptions, and gradually develop independence. The study highlights that scaffolding functions not only as cognitive support but also as a mechanism for regulating emotional and communicative aspects of learning. This research contributes to the understanding of scaffolding in inclusive mathematics education by emphasizing the importance of adaptive, responsive, and holistic instructional strategies. It suggests that effective scaffolding can bridge the gap between students’ potential abilities and their actual performance while fostering meaningful and self-directed learning.
References
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Luengo-Aravena, D., Cabello, P., & Rodriguez-Milhomens Bachino, B. (2024). Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education. Computers and Education, 218. https://doi.org/10.1016/j.compedu.2024.105079
Mazı, A. (2026). Developing a teacher perception scale for inclusive mathematics education in Turkey. Acta Psychologica, 266, 106892. https://doi.org/10.1016/j.actpsy.2026.106892
Menekse, M., Putra, A. S., Kim, J., Butt, A. A., McDaniel, M., Davidesco, I., Cadieux, M., Kim, J., & Litman, D. (2025). Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course. Computers and Education: Artificial Intelligence, 8, 100397. https://doi.org/10.1016/j.caeai.2025.100397
Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
Mullick, J., Wang, Q., Vlcek, S., & Sikder, S. (2025). “The possibility of meeting the needs of all children”: A framework for enhancing inclusive STEAM pedagogy in early childhood settings. International Journal of Educational Research, 133. https://doi.org/10.1016/j.ijer.2025.102705
Nasir, N., & Liani, A. M. (2025). Integration of Intrapersonal Intelligence and Reflective Learning to Improve Mathematical Problem-Solving Skills.
Nickl, M., Sommerhoff, D., Radkowitsch, A., Huber, S. A., Bauer, E., Ufer, S., Plass, J. L., & Seidel, T. (2024). Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations. Learning and Instruction, 94. https://doi.org/10.1016/j.learninstruc.2024.101994
Obrovská, J., Svojanovský, P., & Sharma, U. (2025). Teachers’ inclusive core practices and all students’ perspectives. Teaching and Teacher Education, 165. https://doi.org/10.1016/j.tate.2025.105120
Pgri Jombang, S., Al-Ma, Mt., & Brudu, arif. (n.d.). EFEKTIVITAS SCAFFOLDING METAKOGNITIF PADA PEMBELAJARAN MATEMATIKA DI MTs AL MA’ARIF BRUDU SUMOBITO JOMBANG. Conference on Research & Community Services, 1–8.
Questa-Torterolo, M., Cabrera Borges, C., & Fajardo Puentes, C. (2025). A case of teaching in multigrade classrooms in Uruguay: Challenges and opportunities for learning and teaching in inclusive environments. International Journal of Educational Research, 131. https://doi.org/10.1016/j.ijer.2025.102594
Rahman, A., & Jumriani. (2023). SPATIAL ABILITY IN SOLVING GEOMETRY PROBLEMS (Vol. 1, Number 2).
Saka, D., & Celik, S. (2024). The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory. Teaching and Teacher Education, 152. https://doi.org/10.1016/j.tate.2024.104793
Silva, R. M., Martins, P., & Rocha, T. (2025). Impact of virtual reality learning environments on skills development in students with ASD. Computers and Education Open, 9. https://doi.org/10.1016/j.caeo.2025.100298
Stern, M., & Hertel, S. (2022). Relationship between maternal scaffolding and preschooler’s metacognitive strategies in a problem-solving situation. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101631
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001
Talib, A., Dassa, A., & Sibian, M. E. (2024). Analisis Kesalahan Basic Error Siswa dengan Menggunakan Scaffolding Pada Materi Eksponensial. In Issues in Mathematics Education (hal (Vol. 8, Number 2). https://journal.unm.ac.id/index.php/IMED
Tîrnovan, D., & Bossé, M. J. (2026). Cultivating critical translanguaging spaces in a second-grade dual-language mathematics classroom. The Journal of Mathematical Behavior, 83, 101333. https://doi.org/10.1016/j.jmathb.2026.101333
Vessonen, T., Hellstrand, H., Kurkela, M., Aunio, P., & Laine, A. (2025). The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis. International Journal of Educational Research, 132. https://doi.org/10.1016/j.ijer.2025.102642
Wu, T. T., Silitonga, L. M., & Murti, A. T. (2024). Enhancing English writing and higher-order thinking skills through computational thinking. Computers and Education, 213. https://doi.org/10.1016/j.compedu.2024.105012
Xie, Z., Zhu, X., Cao, F., Yuan, W., & Yao, Y. (2024). Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study. Teaching and Teacher Education, 151. https://doi.org/10.1016/j.tate.2024.104761
Xu, J., Tong, M., Gao, Q., Xu, Y., Chen, J., & Long, T. (2026). The Impact of project-based learning (PjBL) on creative thinking in fourth graders: A quasi-experimental study in blended science synchronous classroom. Thinking Skills and Creativity, 61. https://doi.org/10.1016/j.tsc.2026.102165
Yi, J., Sourwine, J., & Shrestha, S. (2025). Enhancing mathematical instruction for emergent bilinguals through collaborative situated professional development. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101281
Zahid, N., Jamil, A., & Nawaz, I. (2023). Behavioral problems and academics of children in inclusive education – A cross-sectional survey. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13496
Zheng, Y., Li, C., & Cao, L. (2026). The impact of virtual reality-assisted learning on students’ critical thinking: A meta-analysis of 37 experimental and quasi-experimental studies. Thinking Skills and Creativity, 61. https://doi.org/10.1016/j.tsc.2026.102192
Almarashdi, H. S., & Jarrah, A. M. (2023). Assessing Tenth-Grade Students’ Mathematical Literacy Skills in Solving PISA Problems. Social Sciences, 12(1). https://doi.org/10.3390/socsci12010033
Amalina, I. K., & Vidákovich, T. (2023). Development and differences in mathematical problem-solving skills: A cross-sectional study of differences in demographic backgrounds. Heliyon, 9(5). https://doi.org/10.1016/j.heliyon.2023.e16366
Ardenlid, F., Lundqvist, J., & Sund, L. (2025). A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students. International Journal of Educational Research Open, 8. https://doi.org/10.1016/j.ijedro.2025.100439
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42(1), 462–473. https://doi.org/10.1016/j.system.2013.12.020
Dassa, A., Ihsan, H., Nasir, N., & Zulaiha Nurhajarurahmah, S. (2024). Teachers’ Perceptions of the Implementation of Scaffolding-Metacognitive Strategies in Mathematics Learning. Jurnal Ilmiah Pendidikan Matematika), 13(2), 58–66. https://doi.org/10.25273/jipm.v13i1.21280
Deibl, I., Zumbach, J., & Fleischer, T. (2023). Visualization and metacognitive scaffolding in learning from animations. Social Sciences and Humanities Open, 8(1). https://doi.org/10.1016/j.ssaho.2023.100601
Esengulova, M., Dzhaparova, Z., Asanbaeva, B., & Turdubaeva, B. (2025). Results of the pedagogical experiment on the development of inclusive competence of teachers of general education organisations. Social Sciences and Humanities Open, 12. https://doi.org/10.1016/j.ssaho.2025.101897
Haataja, E., Garcia Moreno-Esteva, E., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher’s visual attention when scaffolding collaborative mathematical problem solving. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102877
He, S., Shi, X., Choi, T. H., & Zhai, J. (2023). How do students’roles in collaborative learning affect collaborative problem-solving competency? A systematic review of research. Thinking Skills and Creativity, 50. https://doi.org/10.1016/j.tsc.2023.101423
Hidayati, N., Ramlah, R., Hanifah, H., Novia Yesiliana, A., & Annisa Samsudin, S. (2025). PENGEMBANGAN MODUL AJAR SCAFFOLDING METAKOGNITIF BERBASIS LITERASI MATEMATIS UNTUK SISWA SMA. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 14(1), 113. https://doi.org/10.24127/ajpm.v14i1.10668
Jitendra, A. K., & Star, J. R. (2011). Meeting the needs of students with learning disabilities in inclusive mathematics classrooms: The role of schema-based instruction on mathematical problem-solving. Theory into Practice, 50(1), 12–19. https://doi.org/10.1080/00405841.2011.534912
Kolar, V. M., & Hodnik, T. (2021). Mathematical literacy from the perspective of solving contextual problems. In European Journal of Educational Research (Vol. 10, Number 1, pp. 467–483). Eurasian Society of Educational Research. https://doi.org/10.12973/EU-JER.10.1.467
Lambert, R., & Sugita, T. (2016). Increasing engagement of students with learning disabilities in mathematical problem-solving and discussion. Support for Learning, 31(4), 347–366. https://doi.org/10.1111/1467-9604.12142
Lestari, D. E., Widjajanti, D. B., Susanto, A., & Hidayati, K. (2025). Students’ Self-efficacy in Solving Mathematical Literacy-Based Summative Assessment Problems. Mathematics Education Journal, 19(1), 47–62. https://doi.org/10.22342/jpm.v19i1.pp47-62
Liu, J., Sun, D., Sun, J., Wang, J., & Yu, P. L. H. (2025). Designing a generative AI enabled learning environment for mathematics word problem solving in primary schools: Learning performance, attitudes and interaction. Computers and Education: Artificial Intelligence, 9. https://doi.org/10.1016/j.caeai.2025.100438
Luengo-Aravena, D., Cabello, P., & Rodriguez-Milhomens Bachino, B. (2024). Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education. Computers and Education, 218. https://doi.org/10.1016/j.compedu.2024.105079
Mazı, A. (2026). Developing a teacher perception scale for inclusive mathematics education in Turkey. Acta Psychologica, 266, 106892. https://doi.org/10.1016/j.actpsy.2026.106892
Menekse, M., Putra, A. S., Kim, J., Butt, A. A., McDaniel, M., Davidesco, I., Cadieux, M., Kim, J., & Litman, D. (2025). Enhancing student reflections with natural language processing based scaffolding: A quasi-experimental study in a large lecture course. Computers and Education: Artificial Intelligence, 8, 100397. https://doi.org/10.1016/j.caeai.2025.100397
Michalsky, T. (2024). Metacognitive scaffolding for preservice teachers’ self-regulated design of higher order thinking tasks. Heliyon, 10(2). https://doi.org/10.1016/j.heliyon.2024.e24280
Mullick, J., Wang, Q., Vlcek, S., & Sikder, S. (2025). “The possibility of meeting the needs of all children”: A framework for enhancing inclusive STEAM pedagogy in early childhood settings. International Journal of Educational Research, 133. https://doi.org/10.1016/j.ijer.2025.102705
Nasir, N., & Liani, A. M. (2025). Integration of Intrapersonal Intelligence and Reflective Learning to Improve Mathematical Problem-Solving Skills.
Nickl, M., Sommerhoff, D., Radkowitsch, A., Huber, S. A., Bauer, E., Ufer, S., Plass, J. L., & Seidel, T. (2024). Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations. Learning and Instruction, 94. https://doi.org/10.1016/j.learninstruc.2024.101994
Obrovská, J., Svojanovský, P., & Sharma, U. (2025). Teachers’ inclusive core practices and all students’ perspectives. Teaching and Teacher Education, 165. https://doi.org/10.1016/j.tate.2025.105120
Pgri Jombang, S., Al-Ma, Mt., & Brudu, arif. (n.d.). EFEKTIVITAS SCAFFOLDING METAKOGNITIF PADA PEMBELAJARAN MATEMATIKA DI MTs AL MA’ARIF BRUDU SUMOBITO JOMBANG. Conference on Research & Community Services, 1–8.
Questa-Torterolo, M., Cabrera Borges, C., & Fajardo Puentes, C. (2025). A case of teaching in multigrade classrooms in Uruguay: Challenges and opportunities for learning and teaching in inclusive environments. International Journal of Educational Research, 131. https://doi.org/10.1016/j.ijer.2025.102594
Rahman, A., & Jumriani. (2023). SPATIAL ABILITY IN SOLVING GEOMETRY PROBLEMS (Vol. 1, Number 2).
Saka, D., & Celik, S. (2024). The inclusive mindset transformation needs of teachers working in challenging conditions: An examination from the perspective of Activity and Attribution Theory. Teaching and Teacher Education, 152. https://doi.org/10.1016/j.tate.2024.104793
Silva, R. M., Martins, P., & Rocha, T. (2025). Impact of virtual reality learning environments on skills development in students with ASD. Computers and Education Open, 9. https://doi.org/10.1016/j.caeo.2025.100298
Stern, M., & Hertel, S. (2022). Relationship between maternal scaffolding and preschooler’s metacognitive strategies in a problem-solving situation. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101631
Sumirattana, S., Makanong, A., & Thipkong, S. (2017). Using realistic mathematics education and the DAPIC problem-solving process to enhance secondary school students’ mathematical literacy. Kasetsart Journal of Social Sciences, 38(3), 307–315. https://doi.org/10.1016/j.kjss.2016.06.001
Talib, A., Dassa, A., & Sibian, M. E. (2024). Analisis Kesalahan Basic Error Siswa dengan Menggunakan Scaffolding Pada Materi Eksponensial. In Issues in Mathematics Education (hal (Vol. 8, Number 2). https://journal.unm.ac.id/index.php/IMED
Tîrnovan, D., & Bossé, M. J. (2026). Cultivating critical translanguaging spaces in a second-grade dual-language mathematics classroom. The Journal of Mathematical Behavior, 83, 101333. https://doi.org/10.1016/j.jmathb.2026.101333
Vessonen, T., Hellstrand, H., Kurkela, M., Aunio, P., & Laine, A. (2025). The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis. International Journal of Educational Research, 132. https://doi.org/10.1016/j.ijer.2025.102642
Wu, T. T., Silitonga, L. M., & Murti, A. T. (2024). Enhancing English writing and higher-order thinking skills through computational thinking. Computers and Education, 213. https://doi.org/10.1016/j.compedu.2024.105012
Xie, Z., Zhu, X., Cao, F., Yuan, W., & Yao, Y. (2024). Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study. Teaching and Teacher Education, 151. https://doi.org/10.1016/j.tate.2024.104761
Xu, J., Tong, M., Gao, Q., Xu, Y., Chen, J., & Long, T. (2026). The Impact of project-based learning (PjBL) on creative thinking in fourth graders: A quasi-experimental study in blended science synchronous classroom. Thinking Skills and Creativity, 61. https://doi.org/10.1016/j.tsc.2026.102165
Yi, J., Sourwine, J., & Shrestha, S. (2025). Enhancing mathematical instruction for emergent bilinguals through collaborative situated professional development. Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101281
Zahid, N., Jamil, A., & Nawaz, I. (2023). Behavioral problems and academics of children in inclusive education – A cross-sectional survey. Heliyon, 9(2). https://doi.org/10.1016/j.heliyon.2023.e13496
Zheng, Y., Li, C., & Cao, L. (2026). The impact of virtual reality-assisted learning on students’ critical thinking: A meta-analysis of 37 experimental and quasi-experimental studies. Thinking Skills and Creativity, 61. https://doi.org/10.1016/j.tsc.2026.102192
Published
2026-05-05
How to Cite
Arianto, H., Syamsinar, & Syamsinar. (2026). Analysis of Scaffolding Implementation in Overcoming Mathematical Problem-Solving Difficulties of Students in Inclusive Classrooms. International Journal of Education, Vocational and Social Science , 5(02), 1142-1160. https://doi.org/10.63922/ijevss.v5i02.3439
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
