This study explored the role of scaffolding instruction as a teaching strategy. The analyses were to reveal the outcomes and processes of one particular form of scaffolding using W-H questions, to determine if improvements can be made with Pre-service teachers’ (PSTs) proficiency in teaching exponents. The action research design via pre-test-post-test was employed in the study. Data were collected through tests and lessons observations. The sample was 36. The results indicated that PSTs did improve upon their exponential knowledge. The study concluded that scaffolding PSTs exponential content knowledge enhances their mathematical knowledge for teaching.
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