The Search for Hidden Structure

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Designing a lesson that uses routine exercises, creates space for language use, and provides a storyline will go far toward supporting mathematical structure.

Contributor Notes

Ryota Matsuura, matsuura@stolaf.edu, is an associate professor of mathematics at St. Olaf College in Northfield, Minnesota. His interests include how teachers acquire mathematical habits of mind and apply these habits to their classroom instruction.

Sarah Sword, ssword@edc.org, is a senior research scientist at Education Development Center in Waltham, Massachusetts. Her work includes research, instructional design, and teacher professional development that focuses on improving student achievement by providing teachers with the knowledge and skills valuable in their profession.

Tatyana Finkelstein, tfin@gmx.net, teaches mathematics at Diamond Middle School in Lexington, Massachusetts. She is interested in understanding how a mind works and doing mathematics with students of various ages.

(Corresponding author is Matsuura matsuura@stolaf.edu)(Corresponding author is Sword ssword@edc.org)(Corresponding author is Finkelstein tfin@gmx.net)
Mathematics Teaching in the Middle School

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