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Rachel H. Orgel

Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.

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José Martínez Hinestroza and Vanessa Abreu

Children analyzed data to read their bodies and manage their emotions. To avoid controlling children’s bodies and emotions, the authors encourage teachers to embrace children’s unanticipated responses.

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Enrique Ortiz

Examine this geometric figure in light of a set of connections among fields such as architecture, geometry, science, sports, technology, and associated uses, models, and discoveries.

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Chris Harrow and Justin Johns

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

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Rochelle Gutiérrez

The practice of futurity within Indigenous communities has existed since time immemorial, with past, present, and future intertwined and with a focus on (re)membering and healing. As futurity becomes more popular in mainstream venues, it raises questions about how it will affect mathematics education (research). This Commentary makes an argument for desire-based research frameworks and Indigenous futurity praxis as key components of a spiritual turn, somewhat distinct from the sociopolitical turn our field took about a decade ago. I analyze some of the equity issues that arose in the March 2022 issue of JRME, raise three important questions to consider in our research, and offer suggestions so that we may embrace a spiritual turn.

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Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen

Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.

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Kathryn Lavin Brave and Jillian Miller

Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.

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Ruthmae Sears

This article describes how visual representations can help develop students’ reasoning and proof skills.

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Josephine Derrick, Joe Champion, and Ramey Uriarte

A new classroom-tested lesson was designed to engage students in the joy of mathematical inquiry through a game, while building number sense, understanding of uncertainty, statistical reasoning, and discourse skills.

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Katherine N. Vela, Michelle Parslow, Rita Hagevik, and Kathy Cabe Trundle

A real-world integrated activity allows middle school students to design a scale drawing for a garden at their school.