Students stroll through distance, rate, and time experiments on the road to strengthening their understanding of proportionality.

Contributor Notes

Carole E. Greenes, cgreenes@asu.edu, is associate vice provost for STEM education; professor of math education; and director of the Practice, Research and Innovation in Mathematics Education (PRIME) Center at Arizona State University. Her research focuses on the algebraic-reasoning talents of students, strategies to measure and enhance those talents, and the use of long-term projects to promote interest in STEM fields.

Mary C. Cavanagh, mcavanagh@asu.edu, is executive director of the PRIME Center at Arizona State University. Her research focus is on algebraic reasoning, what young students know, and their capacity for learning early algebra.

Jenny K. Tsankova, jtsankova@rwu.edu, associate professor of education at Roger Williams University in Bristol, Rhode Island, focuses on problem solving and reasoning, algebra, and professional development of teachers in math, transitioning them into the Common Core State Standards for Mathematics.

Florence A. Glanfield, florence.glanfield@ualberta.ca, is department chair and associate professor in the department of secondary education at the University of Alberta. She focuses on mathematics teacher development and students' understanding of math.

(Corresponding author is Greenes cgreenes@asu.edu)
(Corresponding author is Cavanagh mcavanagh@asu.edu)
(Corresponding author is Tsankova jtsankova@rwu.edu)
(Corresponding author is Glanfield florence.glanfield@ualberta.ca)
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Mathematics Teaching in the Middle School
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