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## A New Twist on Fraction Equations

The authors introduce an activity involving “follow-up equations” to connect with ideas children have already expressed during fraction problem solving.

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## Infusing SEL into the Elementary Mathematics Experience

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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## Facilitating Student-Created Math Walks

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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## Keep Calm and Press for Reasoning

The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.

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## Promoting Discourse: Fractions on Number Lines

Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.

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Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.

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## Productive Struggle in Action

Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.

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## Supporting Probability Understanding through Area Models

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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## What's in a Name? Language Use as a Mirror into Your Teaching Practice

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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