Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson and Joan Case
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Geraldo Tobon and Marie Tejero Hughes
We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.
Gabriel Matney, Julia Porcella and Shannon Gladieux
This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.
Indigo Esmonde and Jennifer M. Langer-Osuna
In this article, mathematics classrooms are conceptualized as heterogeneous spaces in which multiple figured worlds come into contact. The study explores how a group of high school students drew upon several figured worlds as they navigated mathematical discussions. Results highlight 3 major points. First, the students drew on 2 primary figured worlds: a mathematics learning figured world and a figured world of friendship and romance. Both of these figured worlds were racialized and gendered, and were actively constructed and contested by the students. Second, these figured worlds offered resources for 1 African American student, Dawn, to position herself powerfully within classroom hierarchies. Third, these acts of positioning allowed Dawn to engage in mathematical practices such as conjecturing, clarifying ideas, and providing evidence.