Contemporary Curriculum Issues: Using Curriculum to Build on Children's Thinking

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“Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well” (The Teaching Principle, NCTM 2000, p. 16).

Contributor Notes

Corey Drake, cdrake@iastate.edu, is an assistant professor of elementary mathematics education at Iowa State University. Her research interests include teacher learning from and about the use of innovative curriculum materials.

Michelle Cirillo, mcirillo@iastate.edu, is a former classroom teacher who is now working at Iowa State University. Her research interests are curriculum, classroom discourse, and proof.

Beth Herbel-Eisenmann, bhe@msu.edu, a former junior high mathematics teacher, is now an assistant professor at Michigan State University. She works collaboratively with secondary mathematics teacher-researchers who design action research projects that more purposefully align classroom discourse practices with their intended goals.

(Corresponding author is Drake cdrake@iastate.edu)(Corresponding author is Cirillo mcirillo@iastate.edu)(Corresponding author is Herbel-Eisenmann bhe@msu.edu)
Teaching Children Mathematics

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