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.

Ready, Set, Launch!—The Engineering Cycle for Productive Struggle

We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.

Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings

Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents’ negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.

Nietzsche tegenover Schmitt : Het agonale tegenover het politieke denken

Nietzsche versus Schmitt. Agonal versus political thinkingThis article concerns the reception of Friedrich Nietzsche by Carl Schmitt with regard to the concept of the agon. In the 1933 edition of Der Begriff des Politischen Schmitt states that there is a ‘great metaphysical opposition’ (große metaphysische Gegensatz) between his political thinking and agonal thinking, the latter of which is associated with Nietzscheans like Alfred Baeumler and Ernst Jünger. It is argued that this metaphysical opposition is best explained in light of Schmitt’s intellectual development from decisionist to concrete order thinker. Moreover, it is argued that the reception of Nietzsche’s concept of the agon by Schmitt took place through Baeumler. Nietzsche’s concept of the agon is best described as a measured productive struggle between opponents who are approximately equal to each other. In the reception of Nietzsche’s concept of the agon a shift of focus occurs from a struggle between individuals to a struggle between collectives. At the same time the social character of the agon is lost, which was expressed in the thought that the individual could only develop his talents in a struggle with others.

Productive Struggle in Action

Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.