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https://www-jstor-org.ezproxy.lib.uh.edu/stable/10.5951/mathteacmiddscho.22.7.0430?seq=1

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Textbooks offer some opportunities to practice modeling, but we can do more for students to experience where mathematics and science meet.

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Textbooks offer some opportunities to practice modeling, but we can do more for students to experience where mathematics and science meet.

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https://nyccami.org/wp-content/uploads/2016/02/missing-the-promise-of-mathematical-modeling.pdf

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As a child, I loved solving challenging mathematical tasks. I still recall a time when I successfully solved an optional problem that I had spent hours on at home. What was imprinted most in my mind, however, wasn’t the solution, or even the problem itself. It was the excitement I felt in the hours between having solved the problem and getting to share my thinking with my teacher and peers.

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As a child, I loved solving challenging mathematical tasks. I still recall a time when I successfully solved an optional problem that I had spent hours on at home. What was imprinted most in my mind, however, wasn’t the solution, or even the problem itself. It was the excitement I felt in the hours between having solved the problem and getting to share my thinking with my teacher and peers.

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https://pubs-nctm-org.ezproxy.lib.uh.edu/view/journals/mtlt/116/1/article-p66.xml

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MIndset Norms for Problem Solving in Math.

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MIndset Norms for Problem Solving in Math.

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https://www.youcubed.org/mathematical-mindset-teaching-guide-teaching-video-and-additional-resources/

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Mindset Norms for Problem Solving in Math

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Kelly Gallagher

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The most fundamental reason to choose curiousity isn't so that we can do better at school or work... It is that it takes us out of ourselves, reminds us that we are part of a far grater project, one that has been under way for at least as long as human being have been talking to each other.

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The most fundamental reason to choose curiousity isn't so that we can do better at school or work... It is that it takes us out of ourselves, reminds us that we are part of a far grater project, one that has been under way for at least as long as human being have been talking to each other.

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Ian Leslie

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If the reader isn't responsive, if she doesn't let awaken emotion or inspire thoughts, ten she can barely be said to be reading at all.

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If the reader isn't responsive, if she doesn't let awaken emotion or inspire thoughts, ten she can barely be said to be reading at all.

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Kylene Beers & Robert Probst

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Our efforts to help students understand the connections among the disciplines consist of providing opportunities for them to understand concepts deeply and see commonalities in other world views.

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Our efforts to help students understand the connections among the disciplines consist of providing opportunities for them to understand concepts deeply and see commonalities in other world views.

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Patricia Wolf,, 2021

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If we understand that reading is not just a receiving a message, but actively building meaning upon prior knowledge, using staged, strategic thinking, then we will teach differently.

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If we understand that reading is not just a receiving a message, but actively building meaning upon prior knowledge, using staged, strategic thinking, then we will teach differently.

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Harvey Daniel & Steven Zemelman

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The limits of my language are the limits of my mind. All I know is what I have words for.

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The limits of my language are the limits of my mind. All I know is what I have words for.

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Ludwig Wittgenstein

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what we see change what we know. What we know changes what we see

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what we see change what we know. What we know changes what we see

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Jean Piget (1923)

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The Power of Intention: Change the way you look at things, and the things you look at change.

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The Power of Intention: Change the way you look at things, and the things you look at change.

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Wayne Dyer (2004)

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Thought is not merely expressed in words; it comes into existence through them.

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Thought is not merely expressed in words; it comes into existence through them.

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Lev Vygotsky (cognitive psychologist, 1934)