Create opportunities for students to engage in the Standards for Mathematical Practice and support them in further explaining and justifying their ideas.

Contributor Notes

Annie Sussman, annie_sussman@terc.edu, is a researcher and instructional designer at TERC in Cambridge, Massachusetts. A former elementary school teacher, she is interested in designing teacher professional development to support mathematics teaching and learning.

James K. L. Hammerman, jim_hammerman@terc.edu, co-directs the STEM Education Evaluation Center at TERC. He is especially interested in how students and teachers investigate and make sense of math, science, and data/ statistics ideas in diverse and empowered communities; and how teaching practices and technology tools can support that.

Traci Higgins, traci_higgins@terc.edu, is a senior researcher at TERC, where she conducts research and development studies in elementary and middle school mathematics education. She is especially interested in how student understanding of foundational mathematical ideas develops and what student contributions to classroom interactions reveal about the learning process.

Eric D. Hochberg, eric_hochberg@terc.edu, a senior researcher at TERC, conducts research and evaluation studies in mathematics and science education. He is especially interested in children's thinking and reasoning about math and science, and in teachers' professional development.

(Corresponding author is Sussman annie_sussman@terc.edu)
(Corresponding author is Hammerman jim_hammerman@terc.edu)
(Corresponding author is Higgins traci_higgins@terc.edu)
(Corresponding author is Hochberg eric_hochberg@terc.edu)
Teaching Children Mathematics

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