This is one of those WitCHes we’re going to regret. Ideally, we’d just write a straight post but we just have no time at the moment, and so we’ll WitCH it, hoping some loyal commenters will do some of the hard work. But, in the end, the thing will still be there and we’ll still have to come back to polish it off.
Elementary teachers’ beliefs on the role of struggle in the mathematics classroom
The article is by (mostly) Monash University academics, and a relevant disclosure: we’ve previously had significant run-ins with two of the paper’s authors. The article appeared in March and was promoted by Monash University a couple weeks ago, after which it received the knee-jerk positive treatment from education
Here is the abstract of the article:
Reform-oriented approaches to mathematics instruction view struggle as critical to learning; however, research suggests many teachers resist providing opportunities for students to struggle. Ninety-three early-years Australian elementary teachers completed a questionnaire about their understanding of the role of struggle in the mathematics classroom. Thematic analysis of data revealed that most teachers (75 %) held positive beliefs about struggle, with four overlapping themes emerging: building resilience, central to learning mathematics, developing problem solving skills and facilitating peer-to-peer learning. Many of the remaining teachers (16 %) held what constituted conditionally positive beliefs about struggle, emphasising that the level of challenge provided needed to be suitable for a given student and adequately scaffolded. The overwhelmingly positive characterisation of student struggle was surprising given prior research but consistent with our contention that an emphasis on growth mindsets in educational contexts over the last decade has seen a shift in teachers’ willingness to embrace struggle.
And, here is the first part of the introduction:
Productive struggle has been framed as a meta-cognitive ability connected to student perseverance (Pasquale, 2016). It involves students expending effort “in order to make sense of mathematics, to figure out something that is not immediately apparent” (Hiebert & Grouws, 2007, p. 387). Productive struggle is one of several broadly analogous terms that have emerged from the research literature in the past three decades. Others include: “productive failure” (Kapur, 2008, p. 379), “controlled floundering” (Pogrow, 1988, p. 83), and the “zone of confusion” (Clarke, Cheeseman, Roche, & van der Schans, 2014, p. 58). All these terms describe a similar phenomenon involving the intersection of particular learner and learning environment characteristics in a mathematics classroom context. On the one hand, productive struggle suggests that students are cultivating a persistent disposition underpinned by a growth mindset when confronted with a problem they cannot immediately solve. On the other hand, it implies that the teacher is helping to orchestrate a challenging, student-centred, learning environment characterised by a supportive classroom culture. Important factors contributing to the creation of such a learning environment include the choice of task, and the structure of lessons. Specifically, it is frequently suggested that teachers need to incorporate more cognitively demanding mathematical tasks into their lessons and employ problem-based approaches to learning where students are afforded opportunities to explore concepts prior to any teacher instruction (Kapur, 2014; Stein, Engle, Smith, & Hughes, 2008; Sullivan, Borcek, Walker, & Rennie, 2016). This emphasis on challenging tasks, student-centred pedagogies, and learning through problem solving is analogous to what has been described as reform-oriented mathematics instruction (Sherin, 2002).
Stein et al. (2008) suggest that reform-oriented lessons offer a particular vision of mathematics instruction whereby “students are presented with more realistic and complex mathematical problems, use each other as resources for working through those problems, and then share their strategies and solutions in whole-class discussions that are orchestrated by the teacher” (p. 315). An extensive body of research links teachers’ willingness to adopt reform-oriented practices with their beliefs about teaching and learning mathematics (e.g., Stipek, Givvin, Salmon, & MacGyvers, 2001; Wilkins, 2008). Exploring teacher beliefs that are related to reform-oriented approaches is essential if we are to better understand how to change their classroom practices to ways that might promote students’ learning of mathematics.
Although teacher beliefs about, and attitudes towards, reform-oriented pedagogies have been a focus of previous research (e.g., Anderson, White, & Sullivan, 2005; Leikin, Levav-Waynberg, Gurevich, & Mednikov, 2006), teacher beliefs about the specific role of student struggle has only been considered tangentially. This is despite the fact that allowing students time to struggle with tasks appears to be a central aspect to learning mathematics with understanding (Hiebert & Grouws, 2007), and that teaching mathematics for understanding is fundamental to mathematics reform (Stein et al., 2008). The purpose of the current study, therefore, was to examine teacher beliefs about the role of student struggle in the mathematics classroom.
It is not appropriate this time to suggest readers have fun. We’ll go with “Good luck”.
Jerry in the comments has located a draft version of the article, available here. We haven’t compared the draft to the published version.