Abstract
After teaching high school mathematics in Maryland for three years, I began teaching sixth-grade mathematics in one of the best school districts in Pennsylvania (according to state test scores) and have been teaching there for the past six years. My high school teaching background led me to differentiate differently from my colleagues. I share my observations of the result of the differences in methodology and my conclusions from those observations, and I offer a plan to implement changes in the way that mathematics is taught.
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