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December 2008, Volume 14, Issue 5

FEATURES

Supporting Mathematics in Other Subject Areas
Sheryl Stump; Susan Clark; Melissa Mitchell; Kay Roebuck
A framework for supporting mathematics in other subject areas that middle school mathematics teachers can share with their colleagues. The article also discusses what Mrs. L, a middle school social studies teacher, learned from her experiences supporting mathematics in her classes.

The Gifted Student
Kathryn Chval; Jane Davis
Differentiating instruction for gifted students can enhance participation, engagement, and mathematical learning for all students. The purpose of this article is to (a) discuss gifted students’ perception of their participation to middle school mathematics classrooms; (b) explain how one teacher differentiated a mathematical task to engage all her students; and (c) discuss considerations for other middle school teachers tackling the challenge of differentiation.

How Many Piano Tuners Are in Our City?
Glenn Kenyon
The rationale for using Fermi questions with eighth graders studying algebra. It describes the students’ reaction to such questions as well as their thinking processes and solutions to questions posed to them by their teacher.

Journey into a Standards-Based Mathematics Classroom
Elizabeth Brucker
Encouraging teachers to continue teaching Standards-based mathematics and take advantage of available training to produce students who are better prepared in mathematics and who enjoy the process.

Talking Generally or Generally Talking in an Algebra Classroom
Karen Koellner, Mary Pittman, Jeffrey Frykholm
The ways in which four eighth-grade girls, each with varying levels of algebraic understanding, share ideas, debate, and gradually move toward generalizations inherent in the “Painted Cube” problem. The intent of this article is to examine how students move to progressive formalization and to provide insights into the ways that teachers can foster similar processes among their students.