Support imagination in your mathematics classroom with negative integers.

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## Build It! Imagining Integers

### Nicole M. Wessman-Enzinger

## Translanguaging Pedagogy in Elementary Mathematics

### Tara M. Willging and Luciana C. de Oliveira

A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

## Math Storytelling in PK–2 Classrooms

### Janice Novakowski

Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.

## GPS: Making Meaningful Use of Structure in PK–12

### 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.

## Infusing SEL into the Elementary Mathematics Experience

### Rachel H. Orgel

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.

## We Are Different but the Same!

### Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

## Challenging but Achievable Math for Young Children

### Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

## Counting on Flowers

### Carybeth Hobbs

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

## Math Chat Opportunities Abound!

### Alice Aspinall

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

## Three-Act Tasks and Online Teaching

### Amanda T. Sugimoto and Heidi Meister

The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.