In mathematics education, scaffolding is often viewed as a mechanism to provide temporary aid to learners to enhance mathematical understanding. Micro-level scaffolding is process by which the teacher returns the student(s) to a conceptual
point where scaffolding is not needed. Then the teacher creates a series of incrementally more complex tasks leading to the original task. This process is dynamic, as it often requires multiple steps, and it is responsive because involves moment-by-moment assessment, which shapes each increment. In this paper, we present data on how experienced teachers in the Math Minds Initiative employ micro-level scaffolding. Implications of micro-level scaffolding are discussed.