Productive Struggle for All: Differentiated Instruction

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Consider strategies that create access while maintaining the cognitive demand of a mathematics task.

Contributor Notes

Sararose D. Lynch, lynchsd@westminster. edu, is an assistant professor of mathematics education at Westminster College in New Wilmington, Pennsylvania. Her research interests include creating opportunities for learning mathematics with understanding, the use of instructional practices that promote mathematical discourse, and teaching mathematics to students with exceptionalities.

Jessica H. Hunt, jhunt5@ncsu.edu, is an associate professor of special education and mathematics education at North Carolina State University. Her goal is to redirect and re-conceptualize research and instructional practice in mathematics to aid students with learning disabilities.

Katherine E. Lewis, kelewis2@uw.edu, is an assistant professor of special education and mathematics education at the University of Washington. Her research lies at the intersection of math education and special education and concerns understanding the nature of mathematical learning disabilities.

(Corresponding author is Lynch lynchsd@westminster. edu)(Corresponding author is Hunt jhunt5@ncsu.edu)(Corresponding author is Lewis kelewis2@uw.edu)
Mathematics Teaching in the Middle School

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