Scaffolding for Access to Productive Struggle

Article Properties
Abstract
Cite
Barlow, Angela T., et al. “Scaffolding for Access to Productive Struggle”. Mathematics Teaching in the Middle School, vol. 23, no. 4, 2018, pp. 202-7, https://doi.org/10.5951/mathteacmiddscho.23.4.0202.
Barlow, A. T., Gerstenschlager, N. E., Strayer, J. F., Lischka, A. E., Stephens, D. C., Hartland, K. S., & Willingham, J. C. (2018). Scaffolding for Access to Productive Struggle. Mathematics Teaching in the Middle School, 23(4), 202-207. https://doi.org/10.5951/mathteacmiddscho.23.4.0202
Barlow, Angela T., Natasha E. Gerstenschlager, Jeremy F. Strayer, Alyson E. Lischka, D. Christopher Stephens, Kristin S. Hartland, and J. Christopher Willingham. “Scaffolding for Access to Productive Struggle”. Mathematics Teaching in the Middle School 23, no. 4 (2018): 202-7. https://doi.org/10.5951/mathteacmiddscho.23.4.0202.
Barlow AT, Gerstenschlager NE, Strayer JF, Lischka AE, Stephens DC, Hartland KS, et al. Scaffolding for Access to Productive Struggle. Mathematics Teaching in the Middle School. 2018;23(4):202-7.
Citations
Title Journal Journal Categories Citations Publication Date
Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties

 Science Education
  • Education: Theory and practice of education
  • Education
  • Social Sciences
 2024
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
The Emergence of Collective Mathematical Creativity Through Students’ Productive Struggle Canadian Journal of Science, Mathematics and Technology Education
  • Education: Education (General)
 1 2022
Pre-Service Mathematics Teachers’ Experience with Productive Struggle The Educational Forum
  • Education: Theory and practice of education
 2022
The Durability and Invisibility of Practice Fields: Insights from Math Teachers Doing Math Cognition and Instruction
  • Philosophy. Psychology. Religion: Psychology
  • Philosophy. Psychology. Religion: Psychology
  • Philosophy. Psychology. Religion: Psychology
  • Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry
 2021
Citations Analysis
Category Category Repetition
Education: Theory and practice of education3
Education2
Social Sciences2
Philosophy. Psychology. Religion: Psychology1
Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry: Neurology. Diseases of the nervous system: Psychiatry1
Education: Education (General)1
The category Education: Theory and practice of education 3 is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled A Menu of Risk‐Taking Scaffolds and was published in 2020. The most recent citation comes from a 2024 study titled Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties. This article reached its peak citation in 2022, with 2 citations. It has been cited in 6 different journals. Among related journals, the Mathematics Teacher: Learning and Teaching PK-12 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