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The Mathematics Enthusiast

Volume

6

Issue

3

Abstract

The amount of overt structure in the presentation of a task affects students’ engagement, creativity, and willingness to tolerate frustration. In a professional development project, with algebra teachers from nine American schools, we tried to help teachers make judicious decisions in their use of structure by having them facilitate low-structure tasks, remove structure from overly structured tasks, and observe “at-risk” students engaged in learning through low-structure tasks. Project schools that worked on structuring generally improved their algebra passing rates, both overall and for African-American students.

First Page

423

Last Page

434

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Mathematics Commons

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