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.
Hsu, Eric; Kysh, Judy; Ramage, Katherine; and Resek, Diane
"HELPING TEACHERS UN-STRUCTURE: A PROMISING APPROACH,"
The Mathematics Enthusiast: Vol. 6
, Article 9.
Available at: http://scholarworks.umt.edu/tme/vol6/iss3/9