As part of a project exploring the use of challenging mathematical tasks, data from New Zealand teachers and their students were analysed to explore teachers’ actions that encouraged students to persist. Rather than rescuing the students when they needed help, the teachers’ actions included arranging for and encouraging students to work independently and cooperatively, asking questions, providing materials, and getting students to reflect on the process. When the teachers performed these actions, they reported students persisted and were better able to navigate through the zone of confusion.
|Publication status||Published - 2016|
- challenging tasks, primary, mathematics, persistance