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Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda

Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.

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S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams

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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Katherine Baker, Scott A. Morrison, and Alyssa Herrmann

This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.

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Michael S. Meagher, Michael Todd Edwards, and S. Asli Özgün-Koca

Using technology to explore a rich task, students must reconcile discrepancies between graphical and analytic solutions. Technological reasons for the discrepancies are discussed.

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Steve Ingrassia and Molly Rawding

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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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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Linda L. Cooper

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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Deanna Pecaski McLennan

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Sean P. Yee, George J. Roy, and LuAnn Graul

As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.