Improving Mathematical Reasoning and Self-Regulated Learning in Sixth-Grade Students through Scaffolding-Based Instruction

Background and Objectives: Mathematical reasoning and self-regulation are fundamental components of mathematical competence and effective learning in elementary education. The aim of this study was to investigate the effectiveness of scaffolding‑based mathematics instruction on mathematical reasoning and self‑regulated learning among sixth‑grade male students. Methods: This quasi‑experimental research employed a pretest‑posttest design with a control group and was conducted during the 2024–2025 academic year in Tabriz, Iran. The statistical population consisted of all sixth‑grade male students, from which 40 participants were selected via convenience sampling and randomly assigned into experimental and control groups (n=20 each). The experimental group received ten 60‑minute sessions of scaffolding‑based mathematics instruction grounded in Vygotsky's theory of the Zone of Proximal Development, whereas the control group followed conventional classroom instruction. Data were collected using a mathematical reasoning test (comprising 14 TIMSS‑based reasoning items, scored according to the Miyazaki procedure) and the Ryan and Connell Self‑Regulation Questionnaire. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA) in SPSS‑22. Findings: The results revealed that scaffolding‑based instruction had a statistically significant positive effect on both mathematical reasoning (F=37.215, p<0.001, η²=0.501) and self‑regulation (F=57.38, p<0.001, η²=0.61). Conclusion: It can be concluded that scaffolding‑based mathematics instruction, by providing targeted and gradual educational support, effectively enhances students' mathematical reasoning and strengthens their self‑regulated learning. Moreover, beyond improving each component independently, this approach—given the intrinsic interconnection between reasoning and self‑regulation—facilitates the simultaneous development of both constructs, thereby fostering deeper and more meaningful mathematics learning.