ABSTRACT
In this chapter we discuss the issue of fostering mathematical thinking in middle school students (grades 5–8). Students of this age develop beliefs about whether they “are mathematical” and whether they like mathematics. Too often, they reach the conclusion that they are not good at mathematics (e.g., Cognition and Technology Group at Vanderbilt, 1994). However, their view of mathematical thinking is often restricted to the domain of mathematical computation and formula following. Our assumption is that different views of what counts as mathematical thinking can have strong effects on the length and quality of students’ “mathematical careers.”
