Moving Students to “the Why?”

Author: Michael Cioe, Sherryl King, Deborah Ostien, Nancy Pansa, and Megan Staples
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Volume/Issue:
Volume 20: Issue 8
Page(s):
484–491
DOI:
https://doi.org/10.5951/mathteacmiddscho.20.8.0484
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Justification is a critical mathematical practice that must play a role in teaching and learning at all grade levels.

Contributor Notes

Michael Cioe, mcioe@willingtonct.org, teaches seventh-grade mathematics at Hall Memorial School in Willington, Connecticut. He is interested in problem solving, with an emphasis on multiple approaches and the metacognition of the problem solver.

Sherryl King, sking@ellingtonschools.net, teaches eighth-grade mathematics at Ellington Middle School in Ellington, Connecticut. She is interested in mathematics discourse and using justification to promote student thinking.

Deborah Ostien, dostien@willingtonct.org, has taught middle school math for thirty-three years at Hall Memorial School in Willington, Connecticut. She has always been interested in student thinking and how students justify their work.

Nancy Pansa, npansa@windsorct.org, teaches at Sage Park Middle School in Windsor, Connecticut. She is interested in having students justify their answers in math class. She also enjoys working with student teachers in her classroom.

Megan Staples, megan.staples@uconn.edu, teaches in the secondary mathematics education program at the Neag School of Education, University of Connecticut in Storrs. She is interested in how teachers support student collaboration, justification and argumentation, and how students learn through collaborative interactions.

(Corresponding author is Cioe mcioe@willingtonct.org)
(Corresponding author is King sking@ellingtonschools.net)
(Corresponding author is Ostien dostien@willingtonct.org)
(Corresponding author is Pansa npansa@windsorct.org)
(Corresponding author is Staples megan.staples@uconn.edu)
Mathematics Teaching in the Middle School
Cover Mathematics Teaching in the Middle School
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2015
Page Count:
8
Article Category:
Research Article
Print Publication Date:
01 Apr 2015
Online Publication Date:
Apr 2015
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