Develop and strengthen students' rational number sense with problems that emphasize equipartitioning.

Contributor Notes

P. Holt Wilson, phwilson@uncg.edu, is an assistant professor of mathematics education at the University of North Carolina at Greensboro. He is interested in supporting teaching in learning and using mathematics learning trajectories in their practice.

Cynthia P. Edgington, cpedging@ncsu.edu, and Kenny H. Nguyen, khnguye2@ncsu.edu, are graduate research assistants with the Friday Institute for Educational Innovation at North Carolina State University in Raleigh.

Ryan c. Pescosolido, rcpescos@gmail.com, teaches high school mathematics at Trinity Academy of Raleigh.

Jere Confrey, jere_confrey@ncsu.edu, is a Distinguished Professor of Mathematics Education at the Friday Institute in the College of Education at North Carolina State University. As the research director for Diagnostic E-Learning Trajectories Approach (DELTA), she led the development of the equipartitioning learning trajectory. The authors gratefully acknowledge the supporting contributions from Marrielle Myers, Gemma Mojica, Ayanna Franklin, and Zuhal Yilmaz.

(Corresponding author is Wilson phwilson@uncg.edu)(Corresponding author is Edgington cpedging@ncsu.edu)(Corresponding author is Nguyen khnguye2@ncsu.edu)(Corresponding author is Pescosolido rcpescos@gmail.com)(Corresponding author is Confrey jere_confrey@ncsu.edu)
Mathematics Teaching in the Middle School

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