We implemented a STEM task that highlights the engineering cycle and engages students in productive struggle. Students problem solved in productive ways and saw tangible benefits of revising their work to achieve mathematical goals.
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Caroline Byrd Hornburg, Heather Brletic-Shipley, Julia M. Matthews, and Nicole M. McNeil
Modify arithmetic problem formats to make the relational equation structure more transparent. We describe this practice and three additional evidence-based practices: (1) introducing the equal sign outside of arithmetic, (2) concreteness fading activities, and (3) comparing and explaining different problem formats and problem-solving strategies.
