Students develop ownership and increase their understanding of mathematics when they are allowed to discuss alternative perspectives.

Contributor Notes

Gloriana González, ggonzlz@illinois.edu, is an assistant professor of mathematics education in the Department of Curriculum and Instruction at the University of Illinois Urbana-Champaign. She taught middle school mathematics in Puerto Rico and Massachusetts. Her research interests include classroom discourse and problem-based instruction.

Anna F. DeJarnette, fricano1@illinois.edu, is a doctoral student in mathematics education at the University of Illinois Urbana-Champaign. She is interested in student learning and using interesting problems to teach mathematics.

(Corresponding author is González ggonzlz@illinois.edu)(Corresponding author is DeJarnette fricano1@illinois.edu)
Mathematics Teaching in the Middle School

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