With the publication of the National Council of Teachers of Mathematics' Curriculum Standards document in 1989, nurturing students' mathematical thinking secure a prominent place in the discourse surrounding school curriculum and instructional redesign. Although the standards document did not provide a definition for mathematical thinking, the authors highlighted processes that could support its development, including problem solving, communicating ideas, building and justifying arguments, and reasoning formally and informally about potential mathematical relationships. Less articulated were ways that mathematical thinking may be supported toward the development of proving and prooflike reasoning among students (Maher and Martino 1996).
Azita Manouchehri, email@example.com, is professor of mathematics education at The Ohio State University. She studies the growth of mathematical thinking in the presence of classroom interactions.
Pingping Zhang, firstname.lastname@example.org, is an assistant professor of mathematics at Winona State University in Winona, Minnesota. She studies mathematical problem solving practices of students in grades 6–12 and preservice teachers.
Jenna Tague, email@example.com, is an assistant professor of mathematics education at California State University-Fresno. She studies elementary and middle school students' reasoning about rate of change