Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.

Contributor Notes

Aaron M. Rumack,, is a mathematics teacher on special assignment for the White River School District in Buckley, Washington. He is interested in student-driven mathematics learning and empowering our next generation of problem solvers. He enjoys collaborating to create professional learning experiences that build teacher content knowledge, pedagogy, and productive beliefs about mathematics learning.

DeAnn Huinker,, is a professor at the University of Wisconsin– Milwaukee. She is interested in the developmental of mathematical knowledge for teaching and implementation of effective mathematics teaching practices.

(Corresponding author is Rumack author is Huinker
Mathematics Teaching in the Middle School


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