Students engage in a fractions task involving 2/3 men and 3/5 women, and teachers analyze their thinking.

Contributor Notes

Emily G. Kuper, ekuper@fullerton.edu, is a graduate student and a teaching associate at California State University Fullerton. She is interested in issues concerning teacher development.

Patrick M. Kimani, Patrick.kimani@gccaz.edu, is a mathematics professor at Glendale Community College in Arizona. He is interested in students' perceptions of the connections among the mathematics concepts taught in K–16.

(Corresponding author is Kuper ekuper@fullerton.edu)
(Corresponding author is Kimani Patrick.kimani@gccaz.edu)
Mathematics Teaching in the Middle School
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