Productive Struggle for All: Differentiated Instruction

Article Properties
Abstract
Cite
Lynch, Sararose D., et al. “Productive Struggle for All: Differentiated Instruction”. Mathematics Teaching in the Middle School, vol. 23, no. 4, 2018, pp. 194-01, https://doi.org/10.5951/mathteacmiddscho.23.4.0194.
Lynch, S. D., Hunt, J. H., & Lewis, K. E. (2018). Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School, 23(4), 194-201. https://doi.org/10.5951/mathteacmiddscho.23.4.0194
Lynch, Sararose D., Jessica H. Hunt, and Katherine E. Lewis. “Productive Struggle for All: Differentiated Instruction”. Mathematics Teaching in the Middle School 23, no. 4 (2018): 194-201. https://doi.org/10.5951/mathteacmiddscho.23.4.0194.
Lynch SD, Hunt JH, Lewis KE. Productive Struggle for All: Differentiated Instruction. Mathematics Teaching in the Middle School. 2018;23(4):194-201.
Citations
Title Journal Journal Categories Citations Publication Date
Coaching for change: preparing mathematics teachers for technology integration in differentiated classrooms Education and Information Technologies
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2023
How often and when teachers should teach with challenging tasks: the role of motivational beliefs Journal of Mathematics Teacher Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2023
Examining preservice teachers’ noticing of equity-based teaching practices to empower students engaging in productive struggle The Journal of Mathematical Behavior
  • Education: Theory and practice of education
 2023
Pedagogical listening: understanding how teachers listen to student struggle during mathematical sense-making discussions Teachers and Teaching
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 1 2023
Three Principles for Modernizing an Undergraduate Regression Analysis Course Journal of Statistics and Data Science Education
  • Science: Mathematics: Probabilities. Mathematical statistics
  • Education: Special aspects of education
  • Education: Education (General)
 2 2023
Citations Analysis
Category Category Repetition
Education: Theory and practice of education9
Social Sciences7
Education6
Education: Education (General)2
Education: Special aspects of education2
Philosophy. Psychology. Religion: Philosophy (General)1
Science: Mathematics: Probabilities. Mathematical statistics1
The category Education: Theory and practice of education 9 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers and was published in 2020. The most recent citation comes from a 2023 study titled How often and when teachers should teach with challenging tasks: the role of motivational beliefs. This article reached its peak citation in 2023, with 6 citations. It has been cited in 12 different journals, 16% of which are open access. Among related journals, the Journal of Mathematics Teacher Education cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.
Citations used this article by year