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Aaron Rumack

Members of the Editorial Panel are spotlighting articles from the twenty-three-year history of MTMS. In this offering, the takeaways include student thinking, student voicing, and making math social.

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Aaron M. Rumack

Reading mathematics problems can frustrate students to the point of shutting down. Although Pólya’s four-step plan is a well-known problem-solving framework, my students benefited from a more concrete and detailed approach: chunking the reading.

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Aaron Rumack and Rebecca Robichaux-Davis

Teachers, students, and parents might wonder: Why should we make mathematics a social pursuit? Although individual study and reflection are important parts of any discipline, providing a culture of learning mathematics socially enhances sense making for students. According to NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014), learning through discourse, activity, and interaction related to meaningful problems is a foundational principle for effective mathematics teaching.

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Aaron M. Rumack and DeAnn Huinker

Capturing students' own observations before solving a problem propelled a culture of sense making by meeting needs typical of middle school learners.