Given two slices of bread—a problem and the answer—students fill in the fixings: their own mathematics reasoning.

Contributor Notes

D. Bruce Jackson, bjackson@jps.net, has taught K-12 mathematics, cochaired a mathematics department, and supervised teachers in California schools. He volunteers as an algebra tutor and math team coach at Longfellow Middle School in Berkeley. His interests include strategies for creating inclusive classrooms as well as puzzles, games, and heuristics in problem solving.

(Corresponding author is Jackson bjackson@jps.net)
The Mathematics Teacher
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