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Build It! The Rectangle Game

Theresa Wills, Jennifer Suh, Kate Roscioli, Amanda Guzman, Jennifer Everdale, and Sandra Lee

Discover technology-enhanced, game-based tasks and student generalizations.

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GPS: Strengthening Number Sense With Number Lines

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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Let’s Be Flexible

Clayton Edwards and Rebecca Robichaux-Davis

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Advancing Agency Through Conjecturing

Kristin Doherty

Support students in conjecturing in ways that can promote their agency in the learning process.

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Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

Margaret Rathouz, Nesrin Cengiz-Phillips, and Angela S. Krebs

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.

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Subtraction, Decomposition, and Argumentation

Chepina Rumsey, Jody Guarino, and Michelle Sperling

We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.

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Mathematical Wonders and Reasons Abound in the Seasons

Maria Franshaw

Mathematics abounds in the beauty of the seasons. Where you live, work, or travel, how do you engage with and explore the wonders of math in our natural world?

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Revising Word Problems to Address UDL and Standards

Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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GPS: Parallel Computing and the Value of Teamwork

Richard A. Andrusiak and Antonella Perucca

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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“Subitizing: What Is It? Why Teach It?”

Douglas H. Clements and Introduction by: Carol Matsumoto

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.