caa a22 4500 606187901 CHVBK 20210128100842.0 cr unu---uuuuu 210128e20150801xx s 000 0 eng 10.1007/s10857-014-9286-3 doi (NATIONALLICENCE)springer-10.1007/s10857-014-9286-3 Warshauer Hiroko Department of Mathematics, Texas State University, 601 University Drive, 78666, San Marcos, TX, USA aut Productive struggle in middle school mathematics classrooms [Elektronische Daten] [Hiroko Warshauer] Prior studies suggest that struggling to make sense of mathematics is a necessary component of learning mathematics with understanding. Little research exists, however, on what the struggles look like for middle school students and how they can be productive. This exploratory case study, which used episodes as units of analysis, examined 186 episodes of struggles in middle school students as they engaged in tasks focused on proportional reasoning. The study developed a classification structure for student struggles and teacher responses with descriptions of the kinds of student struggle and kinds of teacher responses that occurred. The study also identified and characterized ways in which teaching supported the struggles productively. Interaction resolutions were viewed through the lens of (a) how the cognitive demand of the task was maintained, (b) how student struggle was addressed and (c) how student thinking was supported. A Productive Struggle Framework was developed to capture the episodes of struggle episodes from initiation, to interaction and to resolution. Data included transcripts from 39 class session videotapes, teacher and student interviews and field notes. Participants were 327 6th- and 7th-grade students and their six teachers from three middle schools located in mid-size Texas cities. This study suggests the productive role student struggle can play in supporting "doing mathematics” and its implications on student learning with understanding. Teachers and instructional designers can use this framework as a tool to integrate student struggle into tasks and instructional practices rather than avoid or prevent struggle. Springer Science+Business Media Dordrecht, 2014 Student learning nationallicence Instructional practice nationallicence Middle school mathematics nationallicence Productive struggle nationallicence Persistence nationallicence Journal of Mathematics Teacher Education Springer Netherlands 18/4(2015-08-01), 375-400 1386-4416 18:4<375 2015 18 10857 https://doi.org/10.1007/s10857-014-9286-3 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s10857-014-9286-3 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Warshauer Hiroko Department of Mathematics, Texas State University, 601 University Drive, 78666, San Marcos, TX, USA aut NATIONALLICENCE 773 0- Journal of Mathematics Teacher Education Springer Netherlands 18/4(2015-08-01), 375-400 1386-4416 18:4<375 2015 18 10857