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Jerilynn Lepak and Taren Going

Teaching transparently about the process and goals can support students as they make and support mathematical claims.

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Sandra Vorensky

Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.

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Meghan Shaughnessy, Nicole Garcia, and Darrius D. Robinson

Using cases from early childhood, elementary, and secondary classrooms, we showcase the work that teachers do to support students in building a collective argument and critiquing an individual’s argument. We identify four areas of work central to teaching students to build and critique mathematical arguments.

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Amanda Helgerson

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Kathryn Lavin Brave, Mary McMullen, and Cecile Martin

The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.

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Amanda L. Cullen, Carrie A. Lawton, Crystal S. Patterson, and Craig J. Cullen

In this lesson, third graders were asked how many degrees is a full rotation around a circle. After we gave students time and space to disagree, to make and test conjectures, and to explore, they reasoned about angle as turn and determined a full rotation is 360 degrees.