I conducted a study among the middle school students to examinetheir attitudes to school mathematics both inside and outside of the classroom. Also, I have examined teachers’ perceptions of how everyday math examples can be integrated into the classroom experience. The purpose of the study is to investigate the effect of using everyday mathematics in teaching and how this will contribute to a further development of students' ability to think mathematically in different contexts. Parallels between prior research efforts and my study “The art of thinking mathematically - School mathematics in everyday life”are drawn by using qualitative analysis techniques such as the organized empirical data based on student survey questionnaire and teacher interviews. The theoretical perspectives utilized in the study are about the pragmatic perspective and its centralized concepts emphasizing continuity, experience, and interaction. The socio-cultural perspective sheds light on interaction between people and perceptions of themselves and others. Within a broader context I will address the proximal developmental zone (ZPD) by Vygotsky, scaffolding and mediating as those concepts apply to the aforementioned issues. In conclusion I will provide what advantages and disadvantages do teachers and students experience in linking everyday mathematics to the school mathematics.  I will give also approaches for teachers and suggestions for further research and investigation.

This design experiment research introduces a mathematical inquiry titled Pattern Math. The Pattern Math activities create an atmosphere where students can think mathematically, communicate mathematically and make connections between different mathematical concepts. Based on simple patterns with complex explanations, the Pattern Math activities provide students with the opportunity to develop their conceptual understanding of mathematics. Through reflections on the activities, students are able to reexamine their views of learning mathematics. This design experiment research has a narrative approach and incorporates the teaching and research technique of interactive writing. The research highlights the power of inquiry. By providing students with the opportunity to work within their zone of proximal development, the Pattern Math activities provide students with the opportunity to make mathematical discoveries and come to understand algebra and arithmetic with conceptual understanding.

This design experiment research introduces a mathematical inquiry titled Pattern Math. The Pattern Math activities create an atmosphere where students can think mathematically, communicate mathematically and make connections between different mathematical concepts. Based on simple patterns with complex explanations, the Pattern Math activities provide students with the opportunity to develop their conceptual understanding of mathematics. Through reflections on the activities, students are able to reexamine their views of learning mathematics. This design experiment research has a narrative approach and incorporates the teaching and research technique of interactive writing. The research highlights the power of inquiry. By providing students with the opportunity to work within their zone of proximal development, the Pattern Math activities provide students with the opportunity to make mathematical discoveries and come to understand algebra and arithmetic with conceptual understanding.