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"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 Dykema’s 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 should—it is how they learn and grow. The teacher’s job is not to remove struggle, but rather to value and harness it, helping students develop good habits of productive struggle. But what’s 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 actions—including valuing, fostering, building, planning, supporting, and reflecting on struggle—to create a game plan for overcoming obstacles by sharing
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 living—both inside and outside the classroom.
Jennifer M. Bay-Williams, John J. SanGiovanni, Susie Katt
Jennifer M. Bay-Williams, John J. SanGiovanni
James Tanton
Maggie Beattie Roberts, Melanie Meehan
Nicki Newton
TESOL Writing Team
Luke Tayler
Pie Corbett
A Targeted Report for Teachers Committee on How People Learn, Division of Behavioral and Social Sciences and Education, National Research Council
Karen Nickel, Megan Budke, Sarah Strauss
Chris Shore
Sara Wernham, Sue Lloyd
Charlotte Hawthorne, Dan Draper, Helen Konstantine, Ian Bettison, Jemma Sherwood, Katie Wood
Josh Lury, Tony Staneff
Oxford University Press
Daniel Pead, Hugh Burkhardt, Kaye Stacey
Catherine Ritz, Mike Travers
Tony Penston
If Machine Peter Worley
Phonic Books
Josh Lury, Tony Staneff
Sarah Easter Collins
Frida Skybäck
Liz Moore
Colleen Hoover
Kristin Fägerskjöld
Armando Lucas Correa
Sharon Bolton
Ruth Lillegraven
Santa Montefiore
Kelly Rimmer
Martha Hall Kelly
Svenja O'Donnell
Nathan Harris
Holly Jackson
Louise Boije af Gennäs
Tina Norin
Kristin Fägerskjöld
Pernilla Lindroos
Anna Lönnqvist
Jessie Burton
Malin Nordström
Marc Levy
Emma Donoghue
Snezana Lindskog, Andie Lindskog
Tony Samuelsson
Andrev Walden
Tina Harnesk
Kathrine Nedrejord
Anthony Doerr
Marieke Lucas Rijneveld
Lauren Groff
Claire Messud
Claire Lynch
Sebastian Barry
Ray Celestin
Simon Stranger
Alice Munro
Linda Boström Knausgård
Marit Kapla
Ulf Stark
Sarah Easter Collins
Liz Moore
Ursula Scavenius
Colleen Hoover
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