Abstract Reform-oriented approaches to mathematics instruction view struggle as critical to learning; however, research suggests many teachers resist providing opportunities for students to struggle. Ninety-three early-years Australian elementary teachers completed a questionnaire about their understanding of the role of struggle in the mathematics classroom. Thematic analysis of data revealed that most teachers (75 %) held positive beliefs about struggle, with four overlapping themes emerging: building resilience, central to learning mathematics, developing problem solving skills and facilitating peer-to-peer learning. Many of the remaining teachers (16 %) held what constituted conditionally positive beliefs about struggle, emphasising that the level of challenge provided needed to be suitable for a given student and adequately scaffolded. The overwhelmingly positive characterisation of student struggle was surprising given prior research but consistent with our contention that an emphasis on growth mindsets in educational contexts over the last decade has seen a shift in teachers’ willingness to embrace struggle.

中文翻译：

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小学教师对奋斗在数学课堂中作用的信念

摘要 以改革为导向的数学教学方法将斗争视为学习的关键；然而，研究表明，许多教师拒绝为学生提供奋斗的机会。93 名早年澳大利亚小学教师完成了一份关于他们对斗争在数学课堂中的作用的理解的问卷。对数据的专题分析表明，大多数教师 (75%) 对斗争持积极态度，出现了四个重叠的主题：建立适应力、学习数学的核心、培养解决问题的技能和促进同伴学习。其余的许多教师 (16%) 持有构成有条件积极信念的关于斗争的信念，强调所提供的挑战水平需要适合特定学生并得到充分的支持。