Keep ­Fighting the Good Fight

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Baker, K., Jessup, N. A., Jacobs, V. R., Empson, S. B., & Case, J. (2019). Productive struggle in action. Mathematics Teacher: Learning and Teaching PK–12, 113(5), 361–367. https://doi.org/10.5951/MTLT.2019.0060)| false
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Boston, M., Dillon, F., Smith, M., & Miller, S. (2017). Taking action: Implementing effective mathematics teaching practices in grades 9–12. National Council of Teachers of Mathematics.

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Derrick, J., Champion, J., & Uriarte, R. (2021). Frustration: Analyzing a card game with probability. Mathematics Teacher: Learning and Teaching PK–12, 115(10), 713–721. https://doi.org/10.5951/MTLT.2021.0346

Derrick, J., Champion, J., & Uriarte, R. (2021). Frustration: Analyzing a card game with probability. Mathematics Teacher: Learning and Teaching PK–12, 115(10), 713–721. https://doi.org/10.5951/MTLT.2021.0346)| false
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Guitérrez, R. (2018). Introduction. In I. Goffney & R. Gutiérrez (Eds.), Annual perspectives in mathematics education: Rehumanizing mathematics for Black, Indigenous, and Latinx students (pp. 1–10). National Council of Teachers of Mathematics.

Guitérrez, R. (2018). Introduction. In I.Goffney & R.Gutiérrez (Eds.), Annual perspectives in mathematics education: Rehumanizing mathematics for Black, Indigenous, and Latinx students (pp. 1–10). National Council of Teachers of Mathematics.)| false
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Huinker, D., & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K–grade 5. National Council of Teachers of Mathematics.

Huinker, D., & Bill, V. (2017). Taking action: Implementing effective mathematics teaching practices in K–grade 5. National Council of Teachers of Mathematics.)| false
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Kandel, M. (2022). The life and times of a third-grade pencil. Mathematics Teacher: Learning and Teaching PK–12, 116(1), 25–28. https://doi.org/10.5951/MTLT.2022.0124

Kandel, M. (2022). The life and times of a third-grade pencil. Mathematics Teacher: Learning and Teaching PK–12, 116(1), 25–28. https://doi.org/10.5951/MTLT.2022.0124)| false
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National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations.

National Council of Teachers of Mathematics. (2020a). Catalyzing change in early childhood and elementary school mathematics: Initiating critical conversations.

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Rumsey, C., Guarino, J., & Sperling, M. (2022). Subtraction, decomposition, and argumentation. Mathematics Teacher: Learning and Teaching PK–12, 116(2), 90–98. https://doi.org/10.5951/MTLT.2022.0168

Rumsey, C., Guarino, J., & Sperling, M. (2022). Subtraction, decomposition, and argumentation. Mathematics Teacher: Learning and Teaching PK–12, 116(2), 90–98. https://doi.org/10.5951/MTLT.2022.0168)| false
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Smith, M., Steele, M., & Raigh, M. L. (2017). Taking action: Implementing effective mathematics teaching practices in grades 6–8. National Council of Teachers of Mathematics.

Smith, M., Steele, M., & Raigh, M. L. (2017). Taking action: Implementing effective mathematics teaching practices in grades 6–8. National Council of Teachers of Mathematics.)| false
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Taylor, C., & Lee, J. S. (2019). Ready, set, launch!—The engineering cycle for productive struggle. Mathematics Teacher: Learning and Teaching PK–12, 114(2), 117–124. https://doi.org/10.5951/MTLT.2019.0218

Taylor, C., & Lee, J. S. (2019). Ready, set, launch!—The engineering cycle for productive struggle. Mathematics Teacher: Learning and Teaching PK–12, 114(2), 117–124. https://doi.org/10.5951/MTLT.2019.0218)| false
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White, D. (2001). Kenta, kilts, and kimonos: Exploring cultures and mathematics through fabrics. Teaching Children Mathematics, 7(6), 354–359. https://doi.org/10.5951/TCM.7.6.0354

White, D. (2001). Kenta, kilts, and kimonos: Exploring cultures and mathematics through fabrics. Teaching Children Mathematics, 7(6), 354–359. https://doi.org/10.5951/TCM.7.6.0354)| false
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Williams, D. A., Fulton, K., Silver, T., & Nehring, A. (2020). Non-Euclidean geometry lesson promotes mathematical reasoning. Mathematics Teacher: Learning and Teaching PK–12, 114(11), 869–877. https://doi.org/10.5951/MTLT.2020.0254

Williams, D. A., Fulton, K., Silver, T., & Nehring, A. (2020). Non-Euclidean geometry lesson promotes mathematical reasoning. Mathematics Teacher: Learning and Teaching PK–12, 114(11), 869–877. https://doi.org/10.5951/MTLT.2020.0254)| false
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