Adi Nur Cahyono, Chatila Maharani, Muhammad Iqbal, Zsolt Lavicza, Wanty Widjaja, And Houssam Kasti
This study aimed to investigate the scaffolding practices employed in the teaching of public health-related mathematical modelling (MM) in science, technology, engineering, and mathematics (STEM) Trails using immersive technologies, and to examine the differences in the types and approaches to supporting MM in schools. The cases under examination were mathematics lessons delivered by teachers at the junior high school level. This study involved 10 teachers and their respective mathematics classes. The findings indicated that all teachers demonstrated the frequently observed MM scaffolding practices in the classroom. The most prevalent modelling scaffolding practice was identified as the ‘between’ scaffolding practice, which was observed to occur with greater frequency than both the ‘within’ scaffolding practices and the ‘motivation’ scaffolding practices. The findings of this study demonstrate that a context-based approach grounded in local realities when coupled with the use of immersive technology, can enhance students’ engagement and comprehension in the domain of modelling health-related mathematical problems. The distribution of MM scaffolding practices was similar between the two tasks and teachers. This study provides insights into the necessary practices that may take place in modelling instruction in a STEM context, supported using immersive technology. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
Department of Mathematics Education, Universitas Negeri Semarang, Semarang, Indonesia; Department of Public Health, Universitas Negeri Semarang, Semarang, Indonesia; Department of Statistics and Data Science, Universitas Negeri Semarang, Semarang, Indonesia; Department of STEM Education, Johannes Kepler University, Linz, Austria; School of Education, Deakin University, Melbourne, Australia; General Education Department, Qatar University, Doha, Qatar
