19

Getting “Un-Stuck”

Becoming an Independent Learner

Mary Kay Archer

Many of my students are capable of verbalizing what a particular mathematics
problem is asking them to solve and what strategies they might use. Other stu-
dents may struggle a bit more but are able to recognize when they are struggling
and are willing to ask me for guidance. However, there are a few students in my
fourth-grade classroom who are often unable to find an entry point into a prob-
lem and do not ask for help. They tend to be quiet and appear as if they are on
task and working hard. However, when I ask them to explain a problem or share
their strategies, they often say they don’t know or attempt to explain but quickly
become confused. Some of these students quietly await my direction before they
even attempt to solve a problem, others jump into a problem without thinking
through details, and many are not able to use strategies that worked for them
before. In this essay, I reflect on my work with one of my students, Heather, to
articulate the thinking I do to make mathematics more accessible for my strug-
gling students so that they can become more confident, independent math
learners.

Introducing Heather

Heather was new to our school in September. From the beginning of the year, she
received special education services out of the classroom with a certified special
education teacher for reading, writing, and a review of math games and activities.
When Heather said she was tired, had a stomachache, needed to use the restroom,
or go to the office, I assumed she was adjusting to our school and that she need-
ed time to build trust with her fellow students and me. But, as the weeks went by,
Heather continued to find reasons to escape math class. She is an excellent helper
in the classroom, sometimes offering to sharpen pencils or straighten books. In
retrospect, she was probably thinking of activities to do instead of completing her
math assignments.