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Katelyn A. Devine

When I think back on my first few years of teaching, I cringe. Like many, I taught those first few years the way I was taught mathematics in school. I saw myself as the gatekeeper of knowledge, and it was my sole responsibility to impart that knowledge to my students. Lessons were mainly procedure driven, even when teaching with manipulatives and models. It was not until I started to use manipulatives more that I began to explore mathematical concepts in different ways and see the intricate connectivity between these concepts. “For an introduction to the author and the article,