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The article offers examples of instructional task of how middle-grades students can pace from the foreground and background on the study of mathematics. It notes a coherent curriculum that was developed based the study of fractions taken from a curriculum unit on decimal operations, similarity. Units of fraction and similarity can lead a way wherein a curriculum can be organized to provide continuing, non-repetitive experiences for students in understanding mathematics.

Explores the processes employed by a sixth-grade teacher in establishing a classroom environment that promoted the development of autonomous learners. Need for students to assume autonomy for their own learning; Efforts of the teacher to cultivate her student's role as learners of mathematics; Ways in creating a classroom learning community.