- Year 2022
- NSF Noyce Award # 1660809
- First Name Angela
- Last Name Reed
- Institution ATMALA
- Role/Position Math Teacher, Coach
- Workshop Category Track 3: Master Teaching Fellowships
- Workshop Disciplines Audience Mathematics
- Target Audience Noyce Master Teachers, Noyce Teaching Fellows
- Topics Developing Teachers’ Ability to Cultivate Diverse/Equitable/Inclusive Classrooms to Achieve Excellent STEMM Teaching and Learning
- Session Length 75 minutes minutes
- Additional Presenter(s)
Nicholas Navarro
Goals
Participants will learn about promoting and supporting productive struggle in a math classroom. We will discuss how to select rich math tasks that engage students in deeper mathematical reasoning. Participants will experience “thinking classroom” norms and expectations that promote student agency through productive struggle.
Evidence
Principles to Action, NTCM Support Productive Struggle in Learning Mathematics “Effective teaching of mathematics consistently provides students, individually and collectively, with opportunities and supports to engage in productive struggle as they grapple with mathematical ideas and relationships. “Building Thinking Classrooms in Mathematics, Peter Liljedhal
Proposal
How do teachers foster student ability to become active problem solvers and persevere when they don’t know what to do? In our session, participants will learn about how to promote and support productive struggle in a math classroom. We will engage participants in a rich math task and discuss how to select such tasks that engage students in deeper mathematical reasoning. To challenge traditional math classroom norms, we will experience “thinking classroom” procedures and expectations that promote student agency through productive struggle.
