Qais began moving from concrete objects toward written mathematical thinking.
This week, he solved addition and subtraction problems within ten directly in his sketchbook. His pride in marking correct answers reflected both skill development and greater academic confidence.
“Independence grows when support can gradually step back without disappearing.”
For many weeks, blocks and stickers helped Qais understand how quantities combine and separate. This time, I wrote problems such as 7 + 3 and 9 − 4 in his sketchbook before placing the counters nearby as an optional support.
Qais solved several problems mentally or by using his fingers. After checking each answer, he proudly drew a circle around it. When one answer was incorrect, we returned to a quick drawing and tried again.
The physical tools remained available, but he no longer needed them for every problem. This gradual transition showed the purpose of scaffolding: support is introduced when needed and adjusted as the learner develops a more independent strategy.
His excitement came not from competing with anyone else, but from recognizing his own progress.
- Organization: City Hope Community, Clarkston, Georgia
- Student: Qais, an eight-year-old Afghan refugee
- Starting point: No prior English literacy, limited verbal communication, heightened alertness, and significant distress around sudden loud sounds