Productive Struggle in the Mathematics Classroom

Contributed by Sheila Aherin “Many findings suggest that some form of struggle is a key ingredient in students’ conceptual learning.”   (Hiebert and Grouws 2007, 388). The idea of allowing my students to “struggle” was counterintuitive to me as a teacher. It seemed much more efficient to walk students through one or more examples, and then students practiced what I showed them. I used manipulatives as a regular part of my[…]

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Adaptive Homework and Practice Powered by Knewton

It’s been awhile since I taught in the classroom, but I recall never having enough time or resources to personalize instruction for thirty-two students. I did my best to watch my students’ faces and engagement levels as I taught each lesson and mentally took notes on who struggled. After the direct instruction portion of the lesson, I would race back to my desk to jot down names and call as[…]

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