Engaging Students in Productive Struggle Through Mathematics Language Routines

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Section 1C Mathematics Roundtable One (Table 4)

Abstract

The present study examined an enactment of the mathematic language routine, Clarify, Critique, and Correct. We sought to better understand how the routine engages students in productive struggle and the extent to which the teachers’ actions supported productive struggle. We qualitatively analyzed an implementation of Clarify, Critique, and Correct in a secondary mathematics classroom. We found that teachers made additional efforts to clarify the expectations of the activity, to ask purposeful, timely, open-ended questions, and to provide students time to think independently about the task. Overall, the routine engaged students in the cognitively demanding task of error-analysis, and it was flexible and adaptable in that teachers were able to engage in various high-leverage practices that also facilitated students’ productive struggle.

Authors

• Royce Olarte, University of California - Santa Barbara
  Presenting Author

• Sarah Ann Roberts, University of California - Santa Barbara
  Non-Presenting Author

• Julie Bianchini, University of California - Santa Barbara
  Non-Presenting Author