Understanding Unproductive Struggle During Mathematics Discussions in a Linguistically Diverse Elementary Math Context

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 4
  In Roundtable Session: Mathematics Learning for Multilingual Students

Abstract

Elementary students benefit from opportunities to engage in productive struggle to solve cognitively challenging math problems; however, less is known about unproductive struggle—when students enter periods of confusion and/or frustration or become stalled—particularly at the elementary level and in diverse contexts. This study followed multilingual learners in a diverse classroom across a full year of collaborative mathematics discussions, noting patterns of turn-taking and expression of mathematical ideas, as well as expressions of confusion and the strategies used during periods of unproductive struggle. Findings indicated growth in offering mathematical ideas, use of resources, and increased academic language production, even as students entered unproductive struggle in every lesson. Pivotal to student persistence was the use of shared human and written resources.

Authors

• Lorelei R. Coddington, Biola University

• Stacy Kula, Azusa Pacific University

• Jane Sugandi, Biola University