Vygotskian scaffolding techniques as motivational pedagogy for gifted mathematicians in further education: a diary-interview study

ABSTRACT

Gifted mathematicians often struggle to remain motivated when pursuing higher-level study, yet Further Education institutions rarely offer effective tailored support, prioritising lower-attaining learners. Having identified Vygotskian social learning as a potentially suitable theory for aiding motivational pedagogical-design, two gifted students attended four problem-solving sessions devised to trial five scaffolding techniques: modelling, collaboration, questioning, hints and independence. Semistructured diaries were developed to help them contribute detailed insights, seeking to better understand how the techniques influenced their ability to make progress with advanced mathematical problems, and hence to refine Vygotsky’s theory of Zones of Proximal Development for this purpose. Both participants described similar tipping-points between motivation and frustration. My influence as a ‘more knowledgeable other’ both supported and hindered their navigation of this knife-edge depending on the situation and strategy utilised, leading to recommendations for effective scaffolding.

KEYWORDS:

• Gifted mathematicians
• further education
• diary-interview method
• Vygotskian scaffolding

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Participants of this study did not agree for their data to be shared publicly, so supporting data is not available.

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Notes on contributors

Niall Thompson

Niall Thompson is a practitioner-researcher, currently practising as a lead teacher at the University of Liverpool Mathematics School where he is undertaking doctoral research as an EdD student with Staffordshire University. Perceiving a relative lack of support for helping gifted mathematicians remain self-motivated for independent learning during the 16-19 phase, his research interests include: the identification of mathematical giftedness during this phase; shining a lens on mathematically gifted learners’ experiences and giving them a platform to make their views known; effective pedagogies for such learners; and practitioner professional development for teachers of the mathematically gifted, himself included.