This work seeks to contribute to the national dialogue regarding
best practices in teaching middle school mathematics. The authors
are committed to improving mathematics achievement and
opportunities for students whose inherited circumstances place them
at a perceptible disadvantage. Most refer to said students as
“risks.” We hold the position that these students, irrespective
of their backgrounds, possess Hidden or Unmet Potential and the
unveiling of their potential can be accelerated when they are
exposed to high-quality mathematics teaching. This book is a
practitioner’s guide to creative mathematics activities centered
on algebraic, proportional, and geometric reasoning aligned with
mathematics standards. This approach has the potential to
accelerate the mathematical confidence and accentuate the
mathematical proficiencies of students.
General
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