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Title: Recognizing and Supporting Perseverance in Mathematical Problem-Solving via Conceptual Thinking Scaffolds
Authors: DiNapoli, Joseph
Miller, Emily
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: DiNapoli, J. & Miller, E. (2020). Recognizing and Supporting Perseverance in Mathematical Problem-Solving via Conceptual Thinking Scaffolds. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 11-18). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Perseverance, or initiating and sustaining productive struggle in the face of obstacles, is integral for the learning of mathematics. Yet, the nature of such struggle is uncomfortable in the moment and often avoided for some students. This study aims to interrogate the phenomenon of learning through a lens of perseverance by investigating the effect of scaffolding mathematics tasks on students’ perseverance process during problem-solving. The findings illustrate that prompting students to conceptualize a mathematical situation prior to problem-solving can encourage re-initiating and re-sustaining mathematically productive effort upon reaching a perceived impasse, despite reported discomfort. These results suggest specific methods by which in-the-moment perseverance, and thus learning mathematics with understanding, can be supported.
Appears in Collections:ICLS 2020

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