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

Contributor Notes

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

Patrick M. Kimani,, 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
(Corresponding author is Kimani
Mathematics Teaching in the Middle School
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