The process of developing definitions is underemphasized in most mathematics instruction. Investing time in constructing meaning is well worth the return in terms of the knowledge it imparts.

Contributor Notes

Michelle L. Stephan,, who taught seventh-grade and eighth-grade mathematics at Lawton Chiles Middle School in Seminole County, Florida, currently works as the Special Projects Director of the STEM Center at the University of North Carolina at Charlotte. She is interested in re-invention approaches to teaching middle school mathematics as well as symbolizing and discourse.

George E. McManus,, teaches seventh-grade and eighth-grade mathematics at Lawton Chiles Middle School. He is interested in learning about the mathematical conceptions of middle school students and the importance of listening to students.

Ashley L. Dickey,, who teaches seventh-grade mathematics at Lawton Chiles Middle School, is interested in student thinking strategies and collaborating with colleagues to support student learning.

Maxwell S. Arb,, is an instructional resource teacher working as the testing coordinator who facilitates career and technical education programs at Colonial High School in Orlando, Florida. His interests include data analysis that increases student achievement and increasing collaboration among teachers.

(Corresponding author is Stephan author is McManus author is Dickey author is Arb
Mathematics Teaching in the Middle School


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