Learn how five characteristics of tasks and learning environments led these sixth graders to successful problem solving using direct and indirect reasoning to justify their solutions, make their justifications public, and respond to mathematical arguments.

Contributor Notes

Mary F. Mueller, muellemf@shu.edu, is a professor of education at Seton Hall University in South Orange, New Jersey. Her research interests include the development of mathematical reasoning and the co-construction of ideas. She is also interested in preservice and in-service teacher preparation and development in mathematics.

Carolyn A. Maher, cmaher3@comcast.net, is a professor of mathematics education; the director of the Robert B. Davis Institute for Learning at the Graduate School of Education of Rutgers University in New Brunswick, New Jersey; and editor of the Journal of Mathematical Behavior. Her research has focused on learners' development of mathematical ideas and mathematical reasoning over time.

(Corresponding author is Mueller muellemf@shu.edu)
(Corresponding author is Maher cmaher3@comcast.net)
Teaching Children Mathematics
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