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

Contributor Notes

Gloriana González,, 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,, 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 author is DeJarnette
Mathematics Teaching in the Middle School


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