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Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance [Mīkstie vāki]

4.25/5 (524 ratings by Goodreads)
(Lincoln Public Schools, Nebraska), (Mattawan Middle School), (Howard Public School System)
  • Formāts: Paperback / softback, 216 pages, height x width: 254x177 mm, weight: 410 g
  • Sērija : Corwin Mathematics Series
  • Izdošanas datums: 08-Jul-2020
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1544369468
  • ISBN-13: 9781544369464
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  • Mīkstie vāki
  • Cena: 43,00 €
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Productive Math Struggle: A 6-Point Action Plan for Fostering PerseverancePalielināt
  • Formāts: Paperback / softback, 216 pages, height x width: 254x177 mm, weight: 410 g
  • Sērija : Corwin Mathematics Series
  • Izdošanas datums: 08-Jul-2020
  • Izdevniecība: Corwin Press Inc
  • ISBN-10: 1544369468
  • ISBN-13: 9781544369464
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781544369464.html
Keywords:
"Seldom has a book been as timely or as necessary as Productive Math Struggle is today. . . One of the remarkable accomplishments of SanGiovanni, Katt, and Dykemas work lies in how they seamlessly connect the research on high-quality tasks, high expectations, identity, and equity to productive math struggle. This is perhaps their greatest contribution. The authors see productive math struggle as a critical feature of mathematics classrooms that support access, equity, and empowerment, specifically arguing that every student is worthy of struggle." 

From the Foreword by Matt Larson, Ph.D. Past President (2016-2018), National Council of Teachers of Mathematics Associate Superintendent for Instruction, Lincoln Public Schools, Nebraska



Struggle is hard. Productive struggle is power.

All students face struggle, and they shouldit is how they learn and grow. The teachers job is not to remove struggle, but rather to value and harness it, helping students develop good habits of productive struggle. But whats missing for many educators is an action plan for how to achieve this, especially when it comes to math.

Persevering through difficult challenges to reach new learning is the core of Productive Math Struggle. When left unsupported, struggle can become unproductive and demoralizing, negatively influencing students mathematical identities. The authors guide teachers through six specific actionsincluding valuing, fostering, building, planning, supporting, and reflecting on struggleto create a game plan for overcoming obstacles by sharing







Actionable steps, activities, and tools for implementation Instructional tasks and vignettes representative of each grade level Real-world examples showcasing classroom photos and student work samples



A book study guide is available under the Free Resources tab that helps math educators to learn together on how to incorporate productive math struggle in their classrooms. 

Revolving around the idea that math is a way of thinking and understanding, and not just the pursuit of answers and procedures, this book empowers students to embrace productive struggle to build essential skills for learning and livingboth inside and outside the classroom.
Foreword xvii
Matt Larson
Acknowledgments xxi
About the Authors xxiii
Introduction: Why Struggle? Why Now? 1(7)
Chapter 1 Action 1: Value Productive Struggle
8(21)
Why Struggle Matters
10(6)
Math Is More Than the Pursuit of Answers
12(1)
Math Isn't a Procedure
12(3)
Math Is About Equity, Access, and Opportunity
15(1)
Productive Struggle Is Essential for Living and Learning
16(1)
What Productive Struggle Is and Isn't
16(12)
What Struggle Looks Like
17(2)
When Schools Value Struggle
19(1)
Teacher Behaviors for Productive Struggle
20(1)
Student Behaviors for Productive Struggle
21(1)
Educating Families
22(1)
Productive Struggle Look-Fors
22(2)
Whole School Agreement About Productive Struggle
24(1)
Struggle and a Growth Mindset
25(1)
Moving From Unproductive to Productive Beliefs About Struggle
26(2)
Key Takeaways About Action 1: Value Productive Struggle
28(1)
Chapter 2 Action 2: Foster An Identity For Productive Struggle
29(19)
What Is a Math Identity?
31(5)
Your Mathematical Identity and Its Effects on Instructional Choices
32(3)
Thinking About Your Experiences as a Math Student
35(1)
Knowing Your Students' Mathematical Identities
36(1)
Activities for Uncovering Students' Mathematical Identities
37(10)
Student Identity Activity 1 My Math Autobiography
38(2)
Student Identity Activity 2 My Math Timeline
40(1)
Student Identity Activity 3 Journal Prompts
40(1)
Student Identity Activity 4 Math Beliefs Inventory
41(1)
Student Identity Activity 5 Math Role Models and Their Stories-Who Are Mathematicians?
42(2)
Student Identity Activity 6 Bumper Stickers
44(1)
Student Identity Activity 7 My Math Superpower
45(1)
Student Identity Activity 8 Struggle Emojis
46(1)
Key Takeaways About Action 2 Foster Identity for Productive Struggle
47(1)
Chapter 3 Action 3: Build Community For Productive Struggle
48(25)
Building Classroom Community for Productive Struggle
50(6)
Addressing Challenges to Creating Community
51(1)
Establishing Norms for a Productive Community
52(3)
Maintaining Community Throughout the Year
55(1)
Activities for Building and Maintaining a Productive Math Community
56(10)
Community Activity 1 Math Pledge
57(2)
Community Activity 2 Group Behaviors Comic Strip
59(1)
Community Activity 3 Good Groups vs. Bad Groups
60(1)
Community Activity 4 The Number Quilt
60(2)
Community Activity 5 A Picture Is Worth 1,000 Numbers
62(2)
Community Activity 6 Name and Number Tents
64(1)
Community Activity 7 Dimensions of Me (or Many Faces)
65(1)
Activities to Promote a Community Understanding of Productive Struggle
66(6)
Community of Struggle Activity 1 The Picture of Struggle
67(3)
Community of Struggle Activity 2 A Time I Struggled---The Ski Jump
70(1)
Community of Struggle Activity 3 Create a Class Definition of Struggle
71(1)
Key Takeaways About Action 3 Build Community for Productive Struggle
72(1)
Chapter 4 Action 4: Plan For A Lesson With Productive Struggle
73(38)
Planning for Struggle
75(6)
Establish the Mathematics Goal
78(1)
Select Tasks That Create the Right Amount of Struggle
78(3)
Selecting High-Quality Tasks for Rigor
81(4)
Tasks for Conceptual Understanding
83(1)
Tasks for Procedural Fluency
83(1)
Tasks for Application
84(1)
Modify Tasks to Provoke Productive Struggle
85(15)
Modification Strategy 1 Ask Students to Create Multiple Representations (Create)
86(2)
Modification Strategy 2 Ask Students to Create or Connect Different Representations (Connect)
88(3)
Modification Strategy 3 Ask Students "Does This Always Work?" (Generalize)
91(1)
Modification Strategy 4 Ask Students the Reverse (Reverse the Problem)
92(1)
Modification Strategy 5 Ask Students to Agree or Disagree (Justify)
93(1)
Modification Strategy 6 Ask Students Open Questions (Open it)
94(2)
Modification Strategy 7 Ask Students to Compare and Contrast (Similarities and Differences)
96(1)
Modification Strategy 8 Ask Students to Find and Use a Pattern (Find a Pattern)
97(1)
Modification Strategy 9 Ask Students to Put Their Understanding in Writing (Write About It)
98(1)
Modification Strategy 10 Ask a Different Question (Change the Focus)
99(1)
Modification Strategy 11 Ask Before They Are Taught (Change the Sequence)
99(1)
Doing the Task and Anticipating
100(4)
Anticipate Representations
102(1)
Anticipate Language and Terms
102(1)
Anticipate Misconceptions and Flawed Strategies
102(1)
Planning Response and Reaction
103(1)
Instructional Models, Routines, and Other Considerations When Planning for Struggle
104(5)
Direct Instruction
104(1)
Gradual Release of Responsibility
105(1)
Other Instructional Choices
106(3)
Key Takeaways About Action 4 Plan for Productive Struggle
109(2)
Chapter 5 Action 5: Support The Productive Struggle During The Lesson
111(36)
Classifying Various Types of Struggle
114(4)
Responding to Different Kinds of Struggle
115(1)
The Problem With Rescuing Student Answers
116(2)
Struggle Moves That Rescue Thinking
118(19)
Struggle Move 1 Prepping the Task
119(2)
Struggle Move 2 Catch and Release
121(2)
Struggle Move 3 Referrals
123(10)
Struggle Move 4 Metacognitive Questions
133(2)
Struggle Move 5 Remove the Numbers
135(2)
Tips for Navigating Struggle
137(9)
Teacher Tip 1 Don't Restate More Than They Say (Revoicing)
137(2)
Teacher Tip 2 Honoring Mistakes
139(1)
Teacher Tip 3 Consider When to Help and When to Hold Back
140(2)
Teacher Tip 4 Be Mindful of Mnemonics and Other "Aids" or "Tricks" to Support Struggle
142(1)
Teacher Tip 5 Keep It From Boiling Over
142(1)
Teacher Tip 6 Be Aware of Early Finishers
143(1)
Teacher Tip 7 Adjust the Time
144(1)
Teacher Tip 8 Focus on a Strategy
144(1)
Teacher Tip 9 Celebrate It
145(1)
Teacher Tip 10 Leverage Accountability and Participation
145(1)
Key Takeaways About Action 5 Support Productive Struggle
146(1)
Chapter 6 Action 6: Reflect On Productive Struggle
147(26)
Integrating Reflection on Struggle Into Lesson Closure
149(1)
Student Activities for Reflection on Struggle
150(16)
Independent Writing and Drawing
151(1)
Student Activity 1 Journaling
151(2)
Student Activity 2 Struggle Doodle
153(1)
Student Activity 3 Who I Learned From Collaborative Reflections
153(1)
Student Activity 4 The Picture of Struggle
154(2)
Student Activity 5 One Word
156(2)
Student Activity 6 Find Someone
158(1)
Evaluative Reflection Activities
159(1)
Student Activity 7 Got It, Tried It
159(3)
Student Activity 8 Too Easy, Too Hard, Just Right---The Goldilocks Reflection
162(2)
Student Activity 9 Today I ..., Tomorrow I Will ...
164(2)
Teacher Reflection on Productive Struggle
166(2)
Teacher Option 1 In-the-Moment Notes
166(1)
Teacher Option 2 Journaling
167(1)
Teacher Option 3 When Students Reflect, You Reflect
167(1)
Teacher Option 4 Team Reflections or Professional Learning Cadres
167(1)
Reflection Leads to Celebration
168(4)
Celebration Approach 1 Notice It and Reward It With Struggle Bucks and Shout-Outs
169(2)
Celebration Approach 2 Reward It Beyond Math Class With Brag Tags
171(1)
Celebration Approach 3 Reward When Students Take Advantage of Tools
171(1)
One Caveat About Celebration
172(1)
Key Takeaways About Action 6 Reflect on Productive Struggle
172(1)
Chapter 7 Closing Thoughts About Struggle
173(5)
Productive Struggle Definition and Inventory: Where Are You Now?
175(2)
One Final Note
177(1)
References 178(3)
Index 181
John J. SanGiovanni is a mathematics coordinator in Howard County, Maryland. There, he leads mathematics curriculum development, digital learning, assessment, and professional development. John is passionate about growing new mathematics leaders in the district and through McDaniel College. In addition to the Figuring Out Fluency series, some of his many Corwin books include Daily Routines to Jump-Start Problem Solving, Grades K8; Answers to Your Biggest Questions About Teaching Elementary Math; the Daily Routines to Jump-Start Math series; and Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance. John is a national mathematics curriculum and professional learning consultant who also speaks frequently at national conferences and institutes. He is active in state and national professional organizations, recently serving on the board of directors for the National Council of Teachers of Mathematics (NCTM) and on the board of directors for NCSM.

Susie Katt is the K-2 Mathematics Coordinator in Lincoln, Nebraska, where she leads professional learning, assessment, and math curriculum development. She is an author of Productive Math Struggle: A 6-Point Action Plan for Fostering Perseverance and Answers to Your Biggest Questions About Teaching Elementary Math. She is also a national math curriculum consultant. Susie speaks at state, regional, and national conferences. She served the National Council of Teachers of Mathematics (NCTM) as the chair of the editorial panel for the journal Teaching Children Mathematics, as department editor for Mathematics Teacher: Learning and Teaching PK12, and as a member of program committees for annual meetings and regional conferences. Susie was recently elected to the board of directors for the National Council of Supervisors of Mathematics (NCSM) as Regional Director, Central 2.

Kevin J. Dykema is an 8th grade math teacher in Mattawan, Michigan and serves on several building and district committees. He is a professional learning consultant and is a frequent speaker at national, regional, and local conferences. Kevin is active in state and national professional organizations recently serving on the Board of Directors for the National Council of Teachers of Mathematics and as a board member and annual conference chair for the Michigan Council of Teachers of Mathematics.