not only productive but also desirable. For students, productive struggle can provide opportunities to delve into understanding mathematical concepts and relationships instead of merely looking for correct answers. For teachers, students' productive
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson and Joan Case
Salvador R. Vazquez, Bradley A. Ermeling and Gerardo Ramirez
more important than ever to understand how individuals—in particular, parents—view productive struggle and how these views might relate to the way in which parents interact with their children around math. The current study investigated two modes of
From a teaching perspective, witnessing students struggle mathematically can be distressing because all teachers want their students to be successful. However, this struggle can ultimately lead to success when the teacher facilitates learning in the classroom in a manner that allows for think-time, teacher and student questioning, and collaboration. The act of struggling productively, as outlined in the following four articles, shows examples of how students are able to take ownership of mathematical understanding through this struggling process and ultimately have a lasting understanding because of the adversity. The articles also highlight steps that teachers need to take to ensure that this struggle is in fact productive and not arduous. Productive struggle in the classroom is equal parts teacher and student; when each role is clearly defined and enacted, students have a deeper understanding of mathematics and feel a sense of accomplishment that the understanding is in fact their own.
Hiroko K. Warshauer
Teacher actions that acknowledge, encourage, question, and give time to support students' productive struggle are illustrated in the context of a middle school proportional reasoning task.
Angela T. Barlow, Natasha E. Gerstenschlager, Jeremy F. Strayer, Alyson E. Lischka, D. Christopher Stephens, Kristin S. Hartland and J. Christopher Willingham
Examining two lessons using the same problem illuminates a way that scaffolding can support access to productive struggle.
Members of the Editorial Panel spotlight articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of supporting productive struggle using cognitively demanding tasks.
Sararose D. Lynch, Jessica H. Hunt and Katherine E. Lewis
Consider strategies that create access while maintaining the cognitive demand of a mathematics task.
Jaclyn M. Murawska
A cognitively demanding real-world task can help shape students' mathematical dispositions.
Cynthia Townsend, David Slavit and Amy Roth McDuffie
To support a growth mindset in students, consider components involving cognitive, social, and emotional aspects so that students can work within their zone of productive stuggle.
Ben Freeburn and Fran Arbaugh
Read about ways to determine how your students are thinking, and then implement NCTM's mathematical teaching practices as students work on a task.