DEEP SCAFFOLDING BASED ON RME TO REDUCE SLOW LEARNERS’ ERRORS IN NUMERACY PROBLEM SOLVING
DOI:
https://doi.org/10.24127/ajpm.v15i2.14862Keywords:
deep scaffolding, inclusion, numeracy, realistic mathematics education, slow learners.Abstract
Slow learners often struggle with understanding problem contexts, constructing representations, and applying appropriate strategies due to limitations in working memory, processing speed, and conceptual generalization. Therefore, structured, gradual, meaningful and enjoyable assistance is needed which is linked to the experiences and lives around slow learners students, which is called deep scaffolding based on Realistic Mathematics Education (RME). This study aims to explore the implementation of Deep Scaffolding based on RME to reduce thinking errors among slow learner students in numeracy problem solving. An interpretative qualitative method with an exploratory single-case study design was employed to gain an in-depth understanding of the cognitive and affective learning processes of one selected slow learner student. Data were collected through contextual numeracy worksheets, direct observation, and semi-structured interviews guided by the mindful–meaningful–joyful scaffolding framework. The findings reveal that deep scaffolding based on RME effectively improved the student’s ability to interpret contexts, build accurate visual representations, apply basic arithmetic strategies, and evaluate multiple solution alternatives. SL1 demonstrated significant growth in conceptual understanding and problem-solving flexibility, alongside increased confidence, motivation, and positive emotional engagement. These results indicate that deep scaffolding integrated with RME provides meaningful cognitive and affective support for slow learners in numeracy learning. This study recommends that teachers in inclusive classrooms apply structured deep scaffolding and contextual task to enhance comprehension and problem-solving accuracy among slow learners.
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. In Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596
Bouck, E. C., Park, J., Shurr, J., Bassette, L., & Whorley, A. (2018). Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics. Focus on Autism and Other Developmental Disabilities, 33(4), 237–248. https://doi.org/10.1177/1088357618755696
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cheong, J. M. Y., Walker, Z. M., & Rosenblatt, K. (2017). Numeracy Abilities of Children in Grades 4 to 6 with Mild Intellectual Disability in Singapore. International Journal of Disability, Development and Education, 64(2), 150–168. https://doi.org/10.1080/1034912X.2016.1188891
Chua, V. C. (2021). Improving learners’ productive disposition through realistic mathematics education, a teacher’s critical reflection of personal pedagogy. Reflective Practice, 22(6), 809–823. https://doi.org/10.1080/14623943.2021.1974373
Clements, D. H., & Sarama, J. (2025). Systematic review of learning trajectories in early mathematics. ZDM – Mathematics Education, 57(4), 637–650. https://doi.org/10.1007/s11858-024-01644-1
Das, K. (2020). Realistic Mathematics & Vygotsky’s Theories in Mathematics Education. Shanlax International Journal of Education, 9(1), 104–108. https://doi.org/10.34293/education.v9i1.3346
Esparcia, R. D., Piñero, B. A., Chona, M., & Futalan, Z. (2024). Learners’ Scaffolding Techniques: Their Advantages in Learning Mathematics. Journal of Interdisciplinary Perspectives, 2(7), 76-86. https://doi.org/10.69569/jip.2024.0144
Geiger, V., & Schmid, M. (2024). A critical turn in numeracy education and practice. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1363566
Hord, C. (2023). Middle and high school math teaching for students with mild intellectual disability. Support for Learning, 38(1), 4–16. https://doi.org/10.1111/1467-9604.12425
Listiawati, N., Sabon, S. S., Siswantari, Subijanto, Wibowo, S., Zulkardi, & Riyanto, B. (2023). Analysis of implementing Realistic Mathematics Education principles to enhance mathematics competence of slow learner students. Journal on Mathematics Education, 14(4), 683–700. https://doi.org/10.22342/jme.v14i4.pp683-700
Long, H., Bouck, E., & Domka, A. (2021). Manipulating Algebra: Comparing Concrete and Virtual Algebra Tiles for Students with Intellectual and Developmental Disabilities. Exceptionality, 29(3), 197–214. https://doi.org/10.1080/09362835.2020.1850454
Malik, R., Abdi, D., Wang, R., & Demszky, D. (2025). Scaffolding middle school mathematics curricula with large language models. British Journal of Educational Technology, 56(3), 999–1027. https://doi.org/https://doi.org/10.1111/bjet.13571
Nurmasari, L., Budiyono, Nurkamto, J., & Ramli, M. (2024). Realistic Mathematics Engineering for improving elementary school students’ mathematical literacy. In Journal on Mathematics Education, 15(1), 1–26. https://doi.org/10.22342/jme.v15i1.pp1-26
OECD. (2020). Education at a Glance 2020. OECD Publishing. https://doi.org/10.1787/69096873-en
Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and Instruction, 65, 101264. https://doi.org/10.1016/j.learninstruc.2019.101264
Sellars, M. (2017). Numeracy in authentic contexts: Making meaning across the curriculum. In Numeracy in Authentic Contexts: Making Meaning Across the Curriculum. Springer Singapore. https://doi.org/10.1007/978-981-10-5736-6
Sobkow, A., Olszewska, A., & Traczyk, J. (2020). Multiple numeric competencies predict decision outcomes beyond fluid intelligence and cognitive reflection. Intelligence, 80, 101452. https://doi.org/https://doi.org/10.1016/j.intell.2020.101452
Tong, D. H., Nguyen, T. T., Uyen, B. P., Ngan, L. K., Khanh, L. T., & Tinh, P. T. (2022). Realistic Mathematics Education’s Effect on Students’ Performance and Attitudes: A Case of Ellipse Topics Learning. European Journal of Educational Research, 11(1), 403–421. https://doi.org/10.12973/eu-jer.11.1.403
Van den Heuvel-Panhuizen, M., & Drijvers, P. (2020). Realistic Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 713–717). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_170
Yilmaz, R. (2020). Prospective mathematics teachers’ cognitive competencies on realistic mathematics education. Journal on Mathematics Education, 11(1), 17–44. https://doi.org/10.22342/jme.11.1.8690.17-44
Yustitia, V., Kusmaharti, D., & Wardani, I. S. (2025). Students’ critical thinking in numeracy problem-solving through moderate self-Efficacy: A mixed-methods study. Multidisciplinary Science Journal, 7(8). https://doi.org/10.31893/multiscience.2025410
Downloads
Published
Issue
Section
License
Authors who publish with AKSIOMA: Jurnal Program Studi Pendidikan Matematika agree to the following terms:
Creative Commons License
AKSIOMA: Jurnal Program Studi Pendidikan Matematika is licensed under a Creative Commons Attribution 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. AKSIOMA offers all authors of journal articles allows their research openly available, free access and time restrictions.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in AKSIOMA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, AKSIOMA as the initial source of publication, year of publication, volume number and DOI (if available).
.png)
.png)
