Learning to Teach Productive Struggle: Elementary Preservice Teachers’ Insights from Modeling in Mathematics

Abstract

This study modeled the teaching practice of productive struggle for elementary preservice teachers (PSTs) within the context of teaching volume in mathematics. Drawing on social learning theory, it examined PSTs’ conceptualizations of productive struggle and their interpretations of successful modeling indicators. Three university professors implemented productive struggle practices with fifty-nine elementary PSTs enrolled in mathematics methods courses, and data were collected through classroom observations and written surveys. The analysis was guided by Bandura’s four processes of modeled learning: attention, retention, reproduction, and motivation. The findings revealed that questioning and encouragement were identified as the most successful indicators of productive struggle; however, discrepancies emerged between the indicators demonstrated in modeled practice and those reproduced by PSTs. In addition, PSTs anticipated significant challenges in implementing productive struggle, particularly in managing student frustration and fostering perseverance. These results provide important insights into how teacher education programs can better prepare PSTs to promote productive struggle effectively while equipping them with strategies to navigate the challenges of classroom implementation.