Although it is necessary to infuse courses and curricula with modern content, what is even more important is to give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist. A curriculum organized around habits of mind tries to close the gap between what the users and makers of mathematics do and what they say (Cuoco, Goldenberg, and Mark 1996, p. 376).

Contributor Notes

E. Paul Goldenberg, pgoldenberg@edc.org, has taught second grade (self contained) through middle school (hardly contained at all) through high school and graduate school (mathematics and psychology for education). He is currently a Distinguished Scholar in mathematics education at Education Development Center (EDC) in Newton, Massachusetts, and spends much of his time developing curriculum for grades K–12.

June Mark, jmark@edc.org, is a senior project director at EDC. Her interests include mathematics curriculum implementation, lesson study, and the professional development of mathematics teachers and leaders.

Al Cuoco, acuoco@edc.org, taught high school mathematics for twenty-four years before coming to EDC, where he now directs the Center for Mathematics Education. His mathematical interests are in algebra and number theory, and he is currently working on a high school linear algebra curriculum. He is gradually coming to understand that all of mathematics, including geometry, is really arithmetic.

(Corresponding author is Goldenberg pgoldenberg@edc.org)
(Corresponding author is Mark jmark@edc.org)
(Corresponding author is Cuoco acuoco@edc.org)
Teaching Children Mathematics
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