## Abstract

In the previous 16 chapters, we have witnessed ordinary students develop extraordinary mathematical ideas, forms of reasoning, and heuristics. Extraordinary are these students’ accomplishments since their mathematical behaviors emerged not from quickly parroting rules and formulae but rather from deliberately engaging their own discursive efforts. As Speiser (Chapter 7, this volume) notes, these students built fundamental mathematical understanding, over time, through extended task-based explorations.

## Keywords

Mathematics Education Mathematical Idea Sense Making Mathematical Behavior Focal Problem
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## References

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## Copyright information

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