The Value of Struggle
As adults, it can be challenging to watch a child struggle and our natural inclination is to rescue children from this uncomfortable experience. However, the National Council of Teachers of Mathematics (NCTM) 2014 publication,
Principles to Actions outlined eight research-based teaching practices considered essential for successful math classrooms; included in this list is the act of “supporting productive struggle in learning mathematics.” Facing challenges that are slightly out of one’s reach develops perseverance, reasoning abilities and deeper conceptual understanding of mathematical ideas and relationships.
Productive struggle directly coincides with Carol Dweck and Jo Boaler’s current research on growth mindset. Please see Courtney Menk’s article on page 5 for more on what Graland teachers are doing to instill these beliefs in students. Growth mindset enables students to see themselves as a work in progress. The child’s identity is no longer intertwined with the idea of being “smart” or “good at math,” but is based on her ability to persist through challenges and make progress in her learning. NCTM’s strategy of “rough draft talk” also promotes process over product. In this strategy, children are encouraged to share their “in-progress” thinking, ask questions and brainstorm first steps they might take in approaching a problem. Just as in writing a rough draft, the purpose is to explore different pathways of thinking.
When supporting productive struggle, how we respond matters. Often teachers and parents respond to a child stuck on a math problem by reminding him of the next steps or directing her to a solution familiar to themselves. Instead, responses to struggles should be grounded in the child’s thinking. When questioning a child about his work, the goal is to encourage the child to reflect on his thinking, articulate his steps or make connections among mathematical ideas and relationships.
How can you promote productive struggle in your child’s homework routine?
- If your child is struggling with a math problem, resist the urge to tell him too much information or provide the strategy. Telling removes the productive struggle. Instead provide an entry point and encourage him to draw a picture of the situation, identify the things he knows from the problem (even the most basic ones!), list any questions he has about the problem.
- Praise persistence instead of intelligence. If a child connects her hard effort to success, she is more likely to tackle challenges in the future. Be specific in your praise: “I like how you’re trying more than one strategy for this problem,” or “You’re sticking with this problem even though it’s challenging. That’s what mathematicians do.”
Nikki Spiers, a teacher at Graland since 2012, is now the math instructional coach in the Lower School. Her primary role is to support teachers as they work to strengthen content knowledge and refine instructional practices. With 11 years of teaching experience across multiple grade levels, Nikki has a strong grasp of mathematical learning progressions and a deep knowledge of our Math in Focus curriculum. She has one master’s degree under her belt and is currently studying to earn a second master’s degree, specializing in math education, as the first recipient of the Borgen Faculty Fellowship.
Graland Country Day School
Graland Country Day School is a private school in Denver, Colorado, serving students in preschool, kindergarten, elementary, and middle school. Founded in Denver in 1927, Graland incorporates a rich, experiential learning approach in a traditional classroom setting, emphasizing the development of globally and socially conscious leaders who excel academically.
