A fifth-grade mentor teacher and her mentee engaged students in productive talk across the phases of a launch-explore-discuss lesson about understanding of volume.

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## Productive Talk Across a Launch-Explore-Discuss Lesson

### Julie Bacak, Hannah Gallo, Madelyn W. Colonnese, and Taylor Harrington

## Using Benchmarks to Support Fraction Addition

### Jennifer M. Tobias and Neet Priya Bajwa

Benchmark fractions can allow students to assess the reasonableness of a solution without using a standard procedure.

## Hands-on Geometric Tiling Art

### Joe Champion, Ann Wheeler, Josephine Derrick, and David Gardner

This hands-on activity using geometric tiling art investigates concepts in geometry, number sense, and probability.

## Energizing a Sustainability Inquiry

### Alicia Curria, Lindsay Keazer, and Darcy Ronan

An elementary teacher integrated mathematics and science to engage fourth graders in an authentic inquiry exploring sustainability solutions for their school.

## Being Mindful in the Mathematical Moment

### Jonathan N. Thomas, Cindy Jong, and Molly H. Fisher

Consider dimensions of equity to enact more responsive mathematics teaching in the elementary classroom.

## Let’s Give Them Something to Talk About

### Nicola M. Hodkowski and Carolyn Carhart-Quezada

Different types of open tasks can be used as a tool to promote rigorous student mathematical discourse and considerations for facilitation.

## 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.

## Construct It! Intersecting Language and Mathematics with Interlocking Cubes

### Basil Conway IV and Marjorie Mitchell

Students learn to build their own numbering system by recognizing and identifying patterns with interlocking cubes in different place values.

## Developing Multilingual Learners’ Mathematics Reasoning and Register

### Richard Kitchen, Libni B. Castellón, and Karla Matute

By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.

## Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education

### Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith

The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.