Designing for Struggle in Urban Schools: Mathematics Teachers' Perspective on Productive Failure

Autor/in	Rehak, Youlina Thol
Titel	Designing for Struggle in Urban Schools: Mathematics Teachers' Perspective on Productive Failure
Quelle	(2023), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-2685-6
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Urban Education; Mathematics Education; Mathematics Teachers; Teacher Attitudes; Middle School Teachers; Learning Problems; Mathematics Instruction; Instructional Design; Failure; Mathematics Curriculum + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Stadtteilbezogenes Lernen; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lernproblem; Mathematics lessons; Mathematikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Struggle is a behavior that is often perceived in a negative light in education. Students respond to struggle by avoiding them. Likewise, educators respond by removing obstacles (e.g., heavily scaffolded instruction) or providing assistance prematurely. The ability and opportunity to engage in struggle, specifically productive struggle, is critical in mathematical problem solving. Large bodies of research have shown the benefits of productive struggle and even "temporary" failure. Grounded in the idea that productive struggle is necessary for learning, this qualitative action research aimed to examine the impact of productive failure instructional design (PFID) on mathematics instruction from the perspectives of four middle school teachers in urban communities in California. In the study, teachers created and implemented an 8-week mini unit focusing on problem solving based on PFID. Data were collected and analyzed from multiple sources, which included pre- and post-surveys, teacher reflection journals, interviews, questionnaires, informal meetings, classroom observations, and student pre- and post-tests. Findings from the study indicated that after implementing PFID, teachers had a deeper understanding of the importance of intentionally embedding productive failure in their mathematics instruction, as well as a more positive attitude towards struggle. The study also revealed that teachers viewed PFID as highly beneficial and effective. Lastly, the study showed that six factors in a professional development affected teachers' willingness to implement PFID in their classroom: flexibility, professional growth, hands-on experience, collaboration, enjoyment, and ease of integration into existing teaching curriculum. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01