A sequence of five activities, progressing from concrete to abstract, can help students develop deep understandings of the mean.

Supplementary Materials

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Contributor Notes

Susan A. Peters, s.peters@louisville.edu, is an associate professor in the Department of Middle and Secondary Education at the University of Louisville in Kentucky. She teaches prospective middle and high school mathematics teachers and is interested in statistics education and mathematics teacher education.

Victoria Miller Bennett, vamill01@louisville.edu, is currently a doctoral candidate at the University of Louisville. She is interested in learning about mathematical misconceptions held by elementary students.

Mandy Young, mandy.young@gallatin.kyschools.us, is a National Board Certified Teacher who teaches sixth-grade mathematics in Warsaw, Kentucky. She is interested in teaching students to conceptually understand mathematics.

Jonathan D. Watkins, jdwatk01@louisville.edu, is a doctoral candidate and coordinator of the REACH (Resources for Academic Achievement) Math Center at the University of Louisville. His mathematical interests include algebra, probability, and statistics, and his research interests include mathematical knowledge for teaching.

(Corresponding author is Peters s.peters@louisville.edu)(Corresponding author is Bennett vamill01@louisville.edu)(Corresponding author is Young mandy.young@gallatin.kyschools.us)(Corresponding author is Watkins jdwatk01@louisville.edu)
Mathematics Teaching in the Middle School


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