Microgenetic methods are used to analyze moment-to-moment processes of learning, reasoning, and problem-solving. Microgenetic methods are useful when studying learning that does not occur in a straight line from lesser to greater understanding, but rather occurs through a learning trajectory that includes iterative and unpredictable paths and sometimes even setbacks or failure. Microgenetic methods are also useful in studying learning that is mediated by tools and artifacts in the learning environment, and what role those artifacts play in the developing learning trajectory. These methods are time-consuming and it’s not practical to conduct studies with large sample sizes or that occur over very long periods of time; rather, the focus is on developing a deep and thorough understanding of a specific learning environment and then to generalize those findings to a broader range of contexts. Microgenetic methods are particularly well-suited to five types of research questions: questions about the variability or stability of strategies; events that precipitate or initiate change; co-occurring events and processes; trajectories or paths of change; and the rate of change.

Scaffolding is the support provided to students by the learning environment, which includes the teacher but also curricular design, technological tools, and classroom social practices. Scaffolding is a social encounter between a teacher and a student and can involve tutoring and mentoring, but is more effective when both teacher and learner participate jointly in a complex and authentic disciplinary practice. Scaffolding simplifies a task so that it is within reach of the learner; it supports learners in participating in authentic disciplinary practices even before they have mastered the discipline; it helps learners focus on the most important aspects of the problem. Effective scaffolding is adaptable and contingent on the learner’s evolving understanding – the degree of structure should be gradually reduced or “faded.” This can be done by inferring a learner’s current understanding using digital traces or dynamic software.