Making mathematics meaningful is a challenge that all math teachers endeavor to meet. As math teachers, we spend countless hours crafting problems that will energize students and help them connect mathematical topics to their everyday lives. Being successful in our efforts requires that we allow students to explore ideas before we provide explanations and demands that we ask questions to promote a depth of thinking and reasoning that would not occur without such probing (Marshall and Horton 2009).


Edited by Trena Wilkerson,, Baylor University, Waco, Texas. Readers are encouraged to submit manuscripts through

Contributor Notes

Leigh Haltiwanger,, and Robert M. Horton,, teach in the Eugene T. Moore School of Education at Clemson University in Clemson, South Carolina. Haltiwanger's interests include disciplinary literacy and using technology to drive inquiry in mathematics. Horton has considerable experience teaching middle school and high school and is interested in inquiry-based instruction and the use of technology to promote mathematical thinking.

Brooke Lance,, teaches fourth grade at Belton Elementary School in Belton, South Carolina. She was a 2013 state finalist for the Presidential Award for Excellence in Math and Science Teaching.

(Corresponding author is Haltiwanger author is Horton author is Lance
Mathematics Teaching in the Middle School


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