摘要：The purpose of this study is to investigate the patterns of scaffolding contingency in teaching and learning mathematics
carried out by three teachers. Contingency patterns are obtained by examining the transcription from video recording of
conversation fragments between teachers and students during the provision of scaffolding. The contingency patterns are
drawn in three strategies: diagnostic strategy, intervention strategy, and checking diagnosis. The result shows that the
three teachers expressed different interaction contingencies in their scaffolding activities: contingent dominant, noncontingent
dominant, and pseudo-contingent. It is also found that the learning interaction performed by experienced
teachers tends to be contingent dominant compared to novice teachers.
