The purpose of the present action research study is to describe a hands-on activity model, named the Constructed Scaffold Model (CSM), used in an Advanced Placement Calculus class in a southeastern United States suburban high school. Data were collected over an 8-week period during the spring 2017 semester. The teacher-researcher developed a pretest and posttest to describe the CSM's impact on 10 student-participants in her Advanced Placement classroom. Repeated measures t-tests were used to determine the effect of the CSM on the student-participants' test scores. Additional qualitative data were collected from field notes, student surveys, a focus group, and student work samples to determine student-participants' perceptions of the CSM. Findings include the class average score on the 20-question pretest was 1.5 questions correct, and the posttest average score was 13.4 for a net gain of 11.9 points. Based on an analysis of the qualitative data the following themes emerged: 1) developing conceptual understanding, 2) fostering interpersonal dynamics, and 3) improving model efficacy. The teacher-researcher developed an action plan that included meeting with school leaders, district leaders, and fellow teachers to share the results of this action research study and begin a new cycle of the CSM in the fall of 2017. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]