Perseverance, or initiating and sustaining productive struggle in the face of obstacles, promotes making sense of mathematics. Yet, engaging in struggle can be grueling and is avoided for some students. I investigate the effect of scaffolding mathematics tasks on student perseverance. The results show how prompting secondary students to conceptualize a mathematical situation prior to problem-solving can encourage re-initiating and re-sustaining mathematically productive effort upon reaching an impasse. For learning mathematics with understanding, these findings suggest specific methods by which student perseverance in problem-solving can be supported. [For the complete proceedings, see ED606531.]