Too often, mathematics and science are taught in isolation from each other and from meaningful problems that matter to students. This book draws on the authors’ experiences with teacher colleagues, including time spent in their classrooms co-developing and refining lessons. The core of their approach is to encourage learners to pursue solutions to everyday challenges through design-based learning cycles. Students use mathematical modeling to describe or summarize a phenomenon, predict which potential solutions may be successful, and/or to test actual performance against predictions. The authors emphasize connecting grade-appropriate science and math content standards and integrating literacy with evidence-based argument through design briefs and presentations. Teachers will learn how to support productive struggle and structure group learning that promotes equity, while teaching in the classroom or virtually as needed. The middle grades are a pivotal time to engage the next generation so that they are prepared to solve tomorrow's challenges. Classroom teachers, preservice educators, and faculty in teacher education programs can use Design Thinking in the Middle Grades as a foundational text for math, science, and integrated STEM teaching. “Students, in the end, not only learn the things they need to know based on current STEM content standards, but also walk away as practitioners of a disciplined approach to activating and using what they know to solve real problems in the world…I hope these ideas, and this approach, pick up steam here in the United States.” ―From the Foreword by James W. Stigler, Distinguished Professor of Psychology, UCLA “Why limit students to learning about science and math when you could engage them in the authentic doing of science and math? The design-based learning model, which is expertly described and illustrated in this book, will help you do just that. If we want students to develop a passion for science and math, if we want them to solve the complex challenges facing our world, if we want them to be the innovators and creators, then we need to engage them in the type of authentic doing presented in this book. Read this book and meet the future of science and math education.” ― Kevin J. Pugh , professor, educational psychology, University of Northern Colorado ?Why limit students to learning about science and math when you could engage them in the authentic doing of science and math? The design-based learning model, which is expertly described and illustrated in this book, will help you do just that. If we want students to develop a passion for science and math, if we want them to solve the complex challenges facing our world, if we want them to be the innovators and creators, then we need to engage them in the type of authentic doing presented in this book. Read this book and meet the future of science and math education.? ? Kevin J. Pugh , professor, educational psychology, University of Northern Colorado Reagan Curtis is a Chester E. and Helen B. Derrick Endowed Professor of educational psychology in the School of Education and founding director of the Program Evaluation and Research Center at West Virginia University. Darran R. Cairns is faculty in the School of Science and Engineering at the University of Missouri–Kansas City. Johnna J. Bolyard is an associate professor of mathematics education in the School of Education at West Virginia University.