Productive Struggle is a hot topic in lots of math teacher circles. Do you use it with your students? In this episode we’ll cover what research says about productive struggle- why it is important to building confident problem solvers & deep mathematical thinkers!

In this episode on Productive Struggle we’ll chat about:

• how research defines productive struggle 
• our role in productive struggle 
• building students confidence in math using productive struggle 
• proven framework for our PATH to productive struggle in our classrooms! 

What is Productive Struggle?

Productive struggle is defined in Principles To Actions as “students’ struggles are opportunities for developing more deeply into understanding the mathematical structure of problems and relationships among mathematical ideas, instead of simply seeking correct solutions.

They go on to say focus on student struggle is a necessary component of teaching that supports students learning math with understanding. It leads to long term benefits with students more able to apply their learning to new problem situations.

Rethinking Our Role:

If we commit to productive struggle in our classrooms then we must rethink our roles. As teachers we have to step out of the provider of help role. We have to give up the need to fix their problems and get students to an instant understanding. WE have to realize that when students do get it that doesn’t mean we need to rush in to fix it.

Has this been you? Let me give you an example from my own classroom.

I’m teaching a math lesson on multiplying fractions… PHEW… I’m presenting the strategy and I see blank stares, but I continue on with my checks for understanding and modeling. Nope, still not going well. In the name of productive struggle I send the little babies back to their seats to figure it out, give it their best shot, take a risk. I remind them that this is a safe space and their thinking matters more than their answers. 

Students return to their seats and they are visibly frustrated. Of course there are 2 or 3 that jump in and remember what I showed so they get to their reproducing of my models with the new numbers. However, many of them are whispering, looking around, sharpening pencils, messing with their binders. I walk around saying encouraging words and reminding them to just get something down with only a few minutes left on the clock. I need to see some thinking! This continues… blank papers, frustrated looks. I realize they can’t do it. So, I call their attention to the board and I break it down step by step, walking them through it. I have them do the problem on their paper as I do it on the board. Slowly the smiles come back and soon they are nodding along with me. Most students are with me and feeling better. I’ve accomplished my mission… to ensure every child loves math and feels success. 

Have you been there?

EKKKK! But wait a minute… That’s not actually a productive struggle. Sounds like an unproductive struggle to be honest with you.

As teachers too often we jump in and break down the task and guide students through the problem step by step. It really undermines the students’ effort and takes away their opportunity to do the cognitively demanding work. It… lowers the bar. 

That’s NOT what I was trying to do and I know it’s not what you’re trying to do… but when we don’t allow students to productively struggle then we take away that opportunity for learning.

Mentioned in this episode on Productive Struggle: 

🆓 Guide to Engaging Math Discussion MonaMath.com/Discussions

📱 Go to my instagram @hellomonamath & share with me how you’re listening! 

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