This article explores one novice mathematics teacher educator’s initial use of the Mathematical Quality in Planning Protocol, an innovative tool that was developed to assist in providing feedback on the mathematical quality of novice mathematics teachers’ lesson plans. The protocol was devised to help mathematics teacher educators bridge the gap between prospective teachers’ mathematical content knowledge and their mathematical content knowledge for teaching. Results of our analysis on an initial use of the protocol point to its potential as a tool to help mathematics teacher educators direct their feedback from being overly focused on the pedagogical aspects of the lesson (e.g., timing, planned activities) to the mathematical content prospective teachers are attempting to teach (e.g., anticipated student solutions, problem-solving strategies).

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### Kevin Voogt and Kristen Bieda

### Tutita M. Casa, Cindy M. Gilson, Micah N. Bruce-Davis, E. Jean Gubbins, Stacy M. Hayden, and Elizabeth J. Canavan

Learn how to identify, adapt, and create writing prompts to capitalize on the insights you gain about each of your student’s thinking.

### Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.

### Madeline Corrigan

This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.

Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.

### Tim Erickson

We modify a traditional bouncing ball activity for introducing exponential functions by modeling the time between bounces instead of the bounce heights. As a consequence, we can also model the total time of bouncing using an infinite geometric series.

The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions regarding 1st grade number sense, multiplication and division of fractions, issues of definition and precision related to circles, and the value of rationalizing denominators.

### Amy Noelle Parks

Children experience joy in well-designed mathematics classrooms. This article describes five research-based practices for bringing joy into PreK-Grade 2 math lessons.

### Melissa D. Gunter

Writing about mathematics holds a wealth of benefits for students. When students are given opportunities to write in math class, it helps develop mathematical thinking and language (Carter 2009; McCarthy 2008; Yang 2005), encourages self-reflection (Carter 2009; Danielson 2010; O'Kelley 2013), and provides a better way to organize ideas (Linhart 2014; Rogers 2014). Many teachers incorporate journaling and other types of reflective writing into their instruction already (Sjoberg, Slavit, and Coon 2004; Sanders 2009), but what about other forms of writing? NCTM states the importance of writing, in that students in the middle grades should be “more explicit about basing their writing on a sense of audience and purpose” (NCTM 2000, p. 62). How can we help students develop this important skill in math class?.