Educ. Sci., Volume 11, Issue 2 (February 2021) – 55 articles
Cover Story (view full-size image): The productive struggle is vital for supporting student learning of mathematics at all levels. Following the shift to remote learning due to COVID-19, we compared 82 Australian primary teachers’ attitudes towards student struggle across educational settings. We found that teachers were more positive about allowing students to struggle in classroom-based settings than when learning remotely. Teachers viewed a teacher-facilitated, synchronous learning environment and opportunities to work collaboratively with peers as paramount to supporting productive struggle in mathematics. Moreover, parents’ lack of willingness to allow their child to struggle and difficulties accessing learning materials served as further barriers to teachers encouraging productive struggle in remote learning environments. View this paper.
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