I was once asked if I was 'still struggling' on a maths problem, which was a bit annoying. Yes, I was (still) working on it, it was difficult, and it was taking some time. But I wouldn't say I was struggling.
I also wonder about the word 'stuck' as applied to solving (maths) problems. To me it implies something unfavourable, of wanting to get out as soon as possible, of being constrained and uncomfortable.
Might it be beneficial to remove 'stuck' and 'struggling' from the vocabulary of learning mathematics? No longer stuck and struggling, we may become more accepting of the (possibly lengthy) state of not knowing as necessary for coming to know.
There are various types of not knowing: from not being able to recall facts and procedures, through not being able to integrate the past with the present, to the always unknown future.
Ways of improving recall are well documented and perhaps more easily addressed. Less well understood are ways of improving integration of the past with the present, and ways of coping with the future.
What can be done to help students be comfortable with these various ways of not knowing, to assist them in coming to know?
For the student, there are various sources that may provide assistance in coming to know. A student may come to rely on the teacher, his/her friends, the textbook, the internet.
But whilst other sources may be useful in providing information, turning to another may be a lost opportunity to learn something for - and about - ourselves.
It is essential that students spend some time not knowing, and coming to know. It is time spent in these states that we develop what Gattegno calls criteria for truth.