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Build It! Imagining Integers

Nicole M. Wessman-Enzinger

Support imagination in your mathematics classroom with negative integers.

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Translanguaging Pedagogy in Elementary Mathematics

Tara M. Willging and Luciana C. de Oliveira

A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

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Math Storytelling in PK–2 Classrooms

Janice Novakowski

Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.

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GPS: Making Meaningful Use of Structure in PK–12

Katherine Ariemma Marin and Natasha E. Gerstenschlager

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Infusing SEL into the Elementary Mathematics Experience

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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We Are Different but the Same!

Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

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Challenging but Achievable Math for Young Children

Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

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Counting on Flowers

Carybeth Hobbs

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Math Chat Opportunities Abound!

Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Three-Act Tasks and Online Teaching

Amanda T. Sugimoto and Heidi Meister

The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.