For these sixth graders, transitioning from arithmetic to algebraic thinking involved developing new meanings for symbols in expressions and equations.

Contributor Notes

Diana L. Moss, diana.moss@usu.edu, is an assistant professor of mathematics education at Utah State University. She is interested in the development of student understanding of algebra.

Jennifer A. Czocher, czocher.1@txstate.edu, teaches mathematics and mathematics education at Texas State University in San Marcos. She works with students to develop mathematical modeling skills they can use beyond their mathematics classes.

Teruni Lamberg, terunil@unr.edu, is an associate professor of mathematics education at the University of Nevada, Reno. Her teaching and research interests include children's mathematical thinking, teacher education and integrating technology in teaching.

(Corresponding author is Moss diana.moss@usu.edu)(Corresponding author is Czocher czocher.1@txstate.edu)(Corresponding author is Lamberg terunil@unr.edu)
Mathematics Teaching in the Middle School

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