During a math lesson, a teacher notices several students struggling. What should the teacher investigate as possible causes?

Investigating the possible causes of students struggling during a math lesson is essential for effective teaching. Both low self-esteem and a lack of prior knowledge can significantly impact a student's ability to grasp new mathematical concepts.

Low self-esteem may hinder students from participating actively in class, as they might fear making mistakes or being judged by their peers. This emotional barrier can prevent them from fully engaging with the material, which is crucial for learning and comprehension.

On the other hand, a lack of prior knowledge is a fundamental issue that can impede students' understanding of new topics. Math concepts are often built upon one another; if students have gaps in their foundational knowledge, they may struggle to connect new information to what they already understand.

By recognizing both of these factors, the teacher can tailor interventions that address the emotional and cognitive needs of the students, offering support for their self-esteem and ensuring that necessary foundational skills are reinforced. Thus, investigating both low self-esteem and a lack of prior knowledge provides a comprehensive approach to identifying and addressing the challenges students face in math.