NCTM’s publication, Principles to Action, in the Mathematics Teaching Practices, calls us to support productive struggle in learning mathematics. How do we encourage our students to keep struggling when they encounter a challenging task? How many learners are accustomed to giving up when they can’t solve a problem immediately and quickly. How do we change the practice of how our students learn mathematics?

**Effective teaching not only acknowledges the importance of both conceptual understanding and procedural fluency but also ensures that the learning of procedures is developed over time, on a strong foundation of understanding and the use of student-generated strategies in solving problems.** (Leinwand, 46 pag.)

**Low floor, high ceiling tasks allow all students to access ideas and take them to very high levels. Fortunately, [they] are also the most engaging and interesting math tasks, with value beyond the fact that they work for students of different prior achievement levels. **(Boaler, 115 pag.)

**Deep learning focuses on recognizing relationships among ideas. During deep learning, students engage more actively and deliberately with information in order to discover and understand the underlying mathematical structure.** (Hattie, 136 pag.)

**Deep practice is built on a paradox: struggling in certain targeted ways — operating at the edges of your ability, where you make mistakes — ****makes you smarter. **(Coyle, 18 pag.)

**Or to put it a slightly different way, experiences where you’re forced to slow down, make errors, and correct them —as you would if you were walking up an ice-covered hill, slipping and stumbling as you go— end up making you swift and graceful without your realizing it. **(Coyle, 18 pag.)

**The second reason deep practice is a strange concept is that it takes events that we normally strive to avoid —namely, mistakes— and turns them into skills. **(Coyle, 20 pag.)

**We need to give students the opportunity to develop their own rich and deep understanding of our number system. With that understanding, they will be able to develop and use a wide array of strategies in ways that make sense for the problem at hand. **(Flynn, 8 pag.)

**…help students slow down and really think about problems rather than jumping right into solving them. In making this a routine approach to solving problems, she provided students with a lot of practice and helped them develop a habit of mind for reading and solving problems. **(Flynn, 8 pag.)

**This term ***productive struggle*** captures both elements we’re after: we want students challenged ***and*** learning. As long as learners are engaged in productive struggle, even if they are headed toward a dead end, we need to bite our tongues and let students figure it out. Otherwise, we rob them of their well-deserved, satisfying, wonderful feelings of accomplishment when they make sense of problems and persevere. **(Zager, 128-129 ppg.)

Encourage students to keep struggling when they encounter a challenging task. Change the practice of how our students learn mathematics.

Let’s not rob learners of their well-deserved, satisfying, wonderful feelings of accomplishment when they make sense of problems and persevere.

Boaler, Jo. Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching (p. 115). Wiley. Kindle Edition.

Coyle, Daniel. The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. (p. 20). Random House, Inc.. Kindle Edition.

Flynn, Michael, and Deborah Schifter. Beyond Answers: Exploring Mathematical Practices with Young Children. Portland, ME: Stenhouse, 2017. (p. 8) Print.

Hattie, John A. (Allan); Fisher, Douglas B.; Frey, Nancy, Visible Learning for Mathematics, Grades K-12: What Works Best to Optimize Student Learning (Corwin Mathematics Series) (p. 136). SAGE Publications. Kindle Edition.

Leinwand, Steve. *Principles to Actions: Ensuring Mathematical Success for All*. Reston, VA.: National Council of Teachers of Mathematics, 2014. (p. 46) Print.

Zager, Tracy. Becoming the Math Teacher You Wish You’d Had: Ideas and Strategies from Vibrant Classrooms. Portland, ME.: Stenhouse Publishers, 2017. (pp. 128-129) Print.