Math Chat Mondays #4: The Power of Productive Struggle
A Math Moment with Susie Katt, K-5 Reveal Math Author
Welcome to Math Chat Mondays, a series where we highlight many of the expert authors, advisors, and thought leaders behind our new Reveal Math K-5 core mathematics program. Each Monday we will introduce a Reveal Math contributor, asking them questions about their mathematical research and expertise, their contributions to the Reveal Math curriculum, and above all, why they are passionate about all things math. Read on to meet our fourth guest, Susie Katt!
Meet Susie Katt
Susie Katt is the K-2 Mathematics Coordinator in Lincoln, Nebraska. In this role, she coordinates professional development, assessment, and curriculum development. She frequently speaks at state, regional, and national conferences. Susie is a special appointment lecturer for the University of Nebraska-Lincoln, a Robert Noyce Master Teaching Fellow, and a member of various state committees. She serves NCTM in a variety of ways which include chair of the Editorial Panel for the Teaching Children Mathematics journal, member of program committees for annual meetings and regional conferences, and speaker at NCTM institutes. Follow her on Twitter @susiekatt.
1. Why have you chosen a career supporting math classrooms?
My journey in mathematics education began as I was a classroom representative on a district-wide committee that was charged with choosing a new mathematics curriculum. During that time, I realized I had a passion for teaching and learning of mathematics. In my current role, I support teachers so they can provide rich and valuable learning experiences for young learners in mathematics.
The goal is to develop a strong mathematical foundation for each and every child, which can be built upon throughout their educational careers.
Also, I strive to help young students believe they are mathematicians as when they do, there is no limit to what they can accomplish. I am committed to our young learners and want to do what I can to help them be successful in mathematics.
2. How do you encourage students to enjoy math?
In order for students to enjoy math, they need to believe they are capable of doing mathematics.
Students need to realize that the goal is to understand mathematical concepts and ideas. Many times, this understanding doesn’t come easily.
Providing time and opportunities for students to engage in sense-making and authentic problem-solving will allow them to experience success and develop confidence in their own abilities. Additionally, these experiences will help students understand that mathematics is everywhere in our lives and that they will be able to tackle all math-related situations that they may encounter.
Learn more about how to engage students in math:
3. Describe what a positive math environment looks like.
We can think of productive math struggle as how one intentionally reacts to an unclear mathematical challenge so that progress is made or learning is advanced. Perseverance is sticking with a task even though it may be difficult or not easily solved. Productive struggle and perseverance are important, as these ideas are not isolated to mathematics. Rather, these ideas are relevant to all learning contexts.
4. How might educators utilize productive struggle and perseverance effectively in classrooms and learning environments today?
All students deserve the right to struggle. If we deprive students of these experiences, we are denying them of valuable learning opportunities.
As teachers, we need to facilitate opportunities for students to navigate and embrace struggle. This can be done by fostering students’ math identities and building a classroom community where struggle is valued.
We need to choose rich tasks that allow for struggle and provide appropriate supports as students engage in struggle. Periodically, it is important that we facilitate conversations where students think about struggle and reflect on their own experiences with struggle. Through our purposeful actions, we can assist students in recognizing why struggle and perseverance are important in the mathematics classroom and other aspects of their lives as well.
Read more about promoting productive struggle in math:
5. How did you get involved with Reveal Math and what are you most excited about?
I got involved with Reveal Math through colleagues in mathematics education. I’ve been grateful for the opportunity to collaborate with others who share the same passion for elementary mathematics as I do.
I’m most excited about the unique features of Reveal Math that will provoke students to think deeply about different mathematical ideas and concepts, engage students in mathematical processes, and develop students’ mathematical identities.
6. What makes Reveal Math different?
Reveal Math provides various options for teachers, therefore students will get a number of different opportunities to explore mathematical ideas and concepts. Students will engage in mathematical investigations and discourse to develop understanding and strengthen their problem-solving skills. The first unit at each grade level will invite students to think about mathematics in their own contexts. This will be a great way to begin to establish a positive learning community for mathematics during the first few weeks of school.
7. What is the most important aspect of elementary mathematics today and how do you see it evolving?
Each and every student must see themselves as a mathematician. They must believe they are capable of experiencing success in mathematics.
Historically, our culture has accepted the mantra “I’m not good in math.” We need to overcome this wide-spread mindset by providing students with opportunities where they will develop a positive math identity and come to understand that math is for everyone.
See more on developing a math-positive classroom:
8. What is your fondest math memory?
My fondest personal math memory comes from being an adult learner. I was involved as a participant in a state-wide grant and received instruction from university mathematicians. Through that experience, my understanding of mathematical content and pedagogy grew, I developed strong relationships with teachers from across the state, and I was reminded first-hand of how a supportive community is essential for learning. Most importantly, my confidence as a teacher and learner of mathematics was renewed.
