We share how engaging in the mathematical process of 3D printing captured and elevated our interest in discovering the wonder, joy, and beauty of mathematics in the world around us.

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### Justin Johns and Chris Harrow

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.

### Robert Powers, Michelle Chamberlin, and William Dutmer

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.

### Ken Keech, Betty Routhouska, and Nicole L. Fonger

Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.

### Amanda L. Cullen

Any ability grouping in mathematics education is an inequitable structure that perpetuates privilege for a few and marginality for others. Ability grouping practices often occur with good intentions; we want to understand children’s learning needs and then tailor the content,

### Deanna Pecaski McLennan

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

### S. Asli Özgün-Koca and Monica G. McLeod

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.

### Chris Harrow and Justin Gregory 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.

### Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner

Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.

### Carybeth Hobbs

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