Teacher Feature: Navigating Productive Struggle in Mathematics

Mathematics education is not just solving equations, giving a correct answer, or memorising Pythagoras’ Theorem, it's about fostering resilient problem solvers who can thrive in an ever-evolving mathematics rich world.

The way we discuss mathematics is central to how students perceive the subject. Moving away from myths such as: ‘You’re either good or bad at maths’ and ‘If you don’t know the answer right away, you’re not good at maths’, and towards a concept of productive struggle will empower students to become confident mathematicians.

Productive struggle embodies the notion that grappling with challenging problems, experiencing setbacks, and persisting through difficulties are integral components of the learning process. It's crucial to differentiate between productive struggle and a mere attitude of giving up. While the latter may stem from various factors, including maths anxiety, productive struggle is rooted in the belief that challenges are opportunities for growth. Encouraging students to embrace productive struggle cultivates a mindset where obstacles are viewed as stepping stones rather than barriers. This mindset shift empowers learners to persevere, seek alternative approaches, and ultimately arrive at deeper insights and solutions.

In our classrooms, we champion productive struggle as an essential component of mathematical learning. We encourage students to confront challenges with curiosity and perseverance. We emphasise that mistakes are not failures but opportunities for growth, instilling in our students the belief that resilience and effort are the keys to success.

While we strive to create a supportive learning environment, we recognise that maths anxiety can pose a barrier to students' engagement and achievement. Maths anxiety is a prevalent issue amongst students and as educators we often see it can manifest in several ways, including:

• past negative experiences
• societal stereotypes
• a fear of failure and pressure to excel academically.

Signs of math anxiety, such as avoidance, frustration, or self-doubt, are met with empathy and understanding. We provide opportunities for students to share their concerns and offer strategies to help them manage their anxiety. This has included class check-ins through online platforms, where students can select how they feel about a certain topic, and teachers can be responsive through their lessons and spot ongoing trends.

We have also spoken with the faculty about using the ‘my maths check in’ posters produced by the Academy, and we have these up in every classroom. We give students a chance to reflect themselves and then the teacher can use it as a conversation starter with students.

We also understand the crucial role parents play in supporting their children's mathematical journey. By fostering a growth mindset at home, parents can reinforce the message that effort and perseverance are more important than achievement alone. Encouraging regular practice, celebrating progress, and providing a nurturing environment where mistakes are viewed as part of the learning process can significantly impact a child's attitude towards mathematics. To support the way in which parents talk about mathematics at home, we provided the ‘Parent Handout – Why Maths?’ during parent-teacher interviews to encourage reflection on the the language used when discussing mathematics with their children.

Personal recent professional learning experiences with the Victorian Academy of Teaching and Leadership have been instrumental in shaping my understanding of supporting students with maths anxiety. The Academy, together with the Australian Council for Educational Research (ACER), co-designed a series of printable and audio resources aimed at fostering an inclusive and positive mathematics environment. These invaluable tools are accessible to both teachers and parents, providing crucial support for students who may feel overwhelmed by mathematics.

Access these resources and podcasts via the Addressing mathematics anxiety resource page.

Be sure to explore the 'Parent Handout – Why Maths?' and the podcast 'Partnering with Parents - How to Talk About Mathematics with Dr. Sarah Buckley.'

At St. Michael's Grammar School, we are committed to nurturing confident and resilient mathematicians who are equipped to navigate the challenges of the 21st century. Through our focus on productive struggle, coupled with our dedication to supporting students with maths anxiety, we empower our students to embrace the complexities of mathematics with courage and determination. Together with our supportive community of parents, we strive to create an environment where every student can thrive and excel in mathematics and beyond.

About Thomas Allott

Thomas Allott is the Head of Mathematics at an independent secondary school in Melbourne, where he leads initiatives to foster resilience and engagement in mathematics. He is a graduate of the 2024 Teaching Excellence Program, where a discipline day sparked his focus on productive struggle and addressing mathematics anxiety.