This paper examines the role of scaffolding in the process of abstraction. An activity-theoretic approach to abstraction in context is taken. This examination is carried out with reference to verbal protocols of two 17 year-old students working together on a task connected to sketching the graph of |f|x|)|. Examination of the data suggests that abstraction is a difficult activity that can sometimes be beyond student's unassisted efforts, in which case supportive intervention of a scaffolder through several means of assistance is observed to help the students achieve the abstraction. [For complete proceedings, see ED489538.]