Walking Away from a Mathematics Problem Is OK

Providing students the autonomy and choice to learn when productive struggle becomes unproductive is a core teaching belief in the author’s classroom. This article tells the story of one student’s ability to know and express when his frustration was too great and how he chose to walk away from his work and return the next day.

Discovering and addressing errors during mathematics problem-solving—A productive struggle?

The Journal of Mathematical Behavior ◽

10.1016/j.jmathb.2016.02.002 ◽

2016 ◽

Vol 42 ◽

pp. 33-48 ◽

Cited By ~ 10

Author(s):

Carina Granberg

Keyword(s):

Problem Solving ◽

Productive Struggle ◽

ANALYSIS OF THE INFLUENCE LEARNING MODEL ON MATHEMATICS PROBLEM SOLVING ABILITIES TO CLASS VIII STUDENT AT MTSN MODEL MAKASSAR

Jurnal Daya Matematis ◽

10.26858/jds.v6i2.6063 ◽

2018 ◽

Vol 6 (2) ◽

pp. 224

Author(s):

Yulianti Yulianti

Keyword(s):

Problem Solving ◽

Learning Model ◽

Class Viii ◽

Content Effects in Mathematics Problem Solving. A Possible Source of Test Bias?

10.21236/ada235560 ◽

1991 ◽

Author(s):

Sandra P. Marshall

Keyword(s):

Problem Solving ◽

Test Bias ◽

Algebraic thinking process analysis of senior high school students in solving absolute value mathematics problem

10.1063/5.0043365 ◽

2021 ◽

Author(s):

Sofia Ashar ◽

Hendro Permadi ◽

Hery Susanto

Keyword(s):

High School ◽

High School Students ◽

Process Analysis ◽

Senior High School ◽

Algebraic Thinking ◽

School Students ◽

Absolute Value ◽

Thinking Process ◽

Mathematics Problem ◽

Senior High School Students

Students’ Multiple Intelligence in Visualization of Mathematics Problem Solving

Journal of Physics Conference Series ◽

10.1088/1742-6596/1752/1/012063 ◽

2021 ◽

Vol 1752 (1) ◽

pp. 012063

Author(s):

St Z Nurhajarurahmah

Keyword(s):

Problem Solving ◽

Multiple Intelligence ◽

Students’ mathematics problem-solving skills in PISA problems

10.1063/5.0041685 ◽

2021 ◽

Author(s):

M. Z. Mardhiah ◽

M. Mailizar ◽

E. Elizar

Keyword(s):

Problem Solving ◽

Problem Solving Skills ◽

Mathematics problem solving on linear system of two variables

Journal of Physics Conference Series ◽

10.1088/1742-6596/1778/1/012027 ◽

2021 ◽

Vol 1778 (1) ◽

pp. 012027

Author(s):

Gunawan ◽

Supriatna ◽

Eka Setyaningsih ◽

Rizki Fera Apriana

Keyword(s):

Problem Solving ◽

Linear System ◽

IMPROVE Learning Model and Learning Independence: Influence and Interaction on Mathematics Problem-Solving Abilities in Islamic Boarding School

Journal of Physics Conference Series ◽

10.1088/1742-6596/1467/1/012003 ◽

2020 ◽

Vol 1467 ◽

pp. 012003 ◽

Cited By ~ 1

Author(s):

Muhamad Yasin ◽

Syamsul Huda ◽

Fredi Ganda Putra ◽

Muhammad Syazali ◽

Rofiqul Umam ◽

...

Keyword(s):

Problem Solving ◽

Boarding School ◽

Learning Model ◽

An Experimental Study of the Effects of Class Size

American Educational Research Journal ◽

10.3102/00028312017002141 ◽

1980 ◽

Vol 17 (2) ◽

pp. 141-152 ◽

Cited By ~ 70

Author(s):

Stan M. Shapson ◽

Edgar N. Wright ◽

Gary Eason ◽

John Fitzgerald

Keyword(s):

School Districts ◽

Size Effects ◽

Class Size ◽

Process Variables ◽

Reading Vocabulary ◽

Teachers And Students ◽

Students Attitudes ◽

Method Of Instruction ◽

The study investigated the effects of four class sizes (16, 23, 30, and 37) on teachers’ expectations; the attitudes and opinions of participants (students and teachers); student achievement in reading, mathematics, composition, and art; student self-concept; and a variety of classroom process variables (e.g., teacher-pupil interaction, pupil participation, method of instruction). Teachers and students were randomly assigned to a class size in Grades 4 and 5. A total of 62 classes in three school districts in Metropolitan Toronto participated in the two-year study. Findings indicated that teachers had definite expectations of class size effects that subsequently were reported to be confirmed by their experience in the study. However, most other results failed to support teachers’ opinions. Few of the observed classroom process variables were affected by class size. Although students’ mathematics-concept scores were higher in size 16 than 30 or 37, there were no class size effects for the other achievement measures (reading, vocabulary, mathematics-problem solving, art, and composition) or for students’ attitudes and self-concepts.