Informing Practice: I-THINK I Can Problem Solve

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Students access the THINK framework that involves prompts exploring talk, how, identify, notice, and keep.

Footnotes

Edited by Debra I. Johanning, debra.johanning@utoledo.edu, and Amy Ellis, aellis1@education.wisc.edu. Readers are encouraged to submit manuscripts through http://mtms.msubmit.net.

Contributor Notes

Sararose D. Lynch, lynchsd@westminster.edu, is an assistant professor of mathematics education at Westminster College in New Wilmington, Pennsylvania. Her research focuses on instructional practices that promote mathematical discourse and teaching mathematics to students with special needs.

Jeremy M. Lynch, jeremy.lynch@sru.edu, is an assistant professor of special education at Slippery Rock University in Slippery Rock, Pennsylvania. His research focuses on instructional strategies that advance the academic proficiency of students with special needs.

Johnna Bolyard, johnna.bolyard@mail.wvu.edu, is a professor of mathematics education at West Virginia University. Her research focuses on mathematics teacher development, creating opportunities for learning mathematics with understanding, and the uses of virtual manipulatives in mathematics instruction.

(Corresponding author is Lynch lynchsd@westminster.edu)
(Corresponding author is Lynch jeremy.lynch@sru.edu)
(Corresponding author is Bolyard johnna.bolyard@mail.wvu.edu)
Mathematics Teaching in the Middle School
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