This qualitative study considers middle grades mathematics teachers' reasoning about drawn representations of fractions and decimals. We analyzed teachers' strategies based on their response to multiple-choice tasks that required analysis of drawn representations. We found that teachers' flexibility with referent units played a significant role in…

This case study of mentoring in a middle school reform-based mathematics classroom examines learning to teach from a participatory perspective on development. The participants' orientations toward mentoring were considered to capture previous experiences and understandings of the mentor and mentee. In addition, an analysis of the forms of…