By exploring an open-ended investigation involving proportional reasoning, students were able to walk through both problem solving and modeling.

Contributor Notes

Kara L. Imm,, a former middle school teacher, is a K–12 teacher educator based in New York. A staff developer for Math in the City (City College) for almost a decade, she also works closely with The Urban Assembly and Math for America. She is currently a doctoral student in Urban Education at the Graduate Center, City University of New York (CUNY).

Meredith D. Lorber,, teaches sixth-grade mathematics at Arts & Letters Middle School in Brooklyn, New York. She is interested in the way that students construct their own understandings of math through investigation and proof.

(Corresponding author is Imm author is Lorber
Mathematics Teaching in the Middle School


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