Strategies to Support Productive Struggle

Autor/in	Warshauer, Hiroko K.
Titel	Strategies to Support Productive Struggle
Quelle	In: Mathematics Teaching in the Middle School, 20 (2015) 7, S.390-393 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Middle School Students; Learning Strategies; Teaching Methods; Learning Problems; Mathematical Concepts; Concept Formation; Comprehension + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Concept learning; Begriffsbildung; Verstehen; Verständnis
Abstract	An episode in which students encounter difficulty while working on a challenging task can be viewed as an opportunity for them to grapple with important mathematical ideas. Teachers can use these instances to acknowledge struggle as a natural part of learning while providing appropriate guidance and support to maintain the mathematical goals and cognitive demand of the task (Smith 2000). Research suggests that a range of teacher support and responses are possible in episodes of student struggles to advance students productively toward a resolution of understanding (Warshauer 2014). This article outlines teaching strategies that remind students of the positive aspects of struggle and student actions that indicate productive engagement toward a resolution. It concludes that by incorporating instructional approaches that acknowledge student struggles and effectively support and guide the students' thinking toward a productive resolution, students are given opportunities to strengthen their disposition toward engaging in challenging tasks. Over time, they will persist through their effort to make sense of and understand important mathematics. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01