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Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon

Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.

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Travis Lemon

We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.

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Stephanie Casey and Andrew Ross

There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy.

In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STEM courses. We present evidence regarding the positive impact of these materials on the teacher candidates’ competency, value, and likelihood of applying their equity literacy and critical statistical literacy. Implications for mathematics teacher educators working to develop equity literacy together with content knowledge are discussed.

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Lauren R. Holden, Yi-Yin (Winnie) Ko, Devon W. Maxwell, Connor A. Goodwin, Cheng-Hsien Lee, Jennifer E. Runge, and Elizabeth B. Beeman

One-Straight-Cut-Heart activities can help teachers support students’ engagement with geometry and can deepen students’ geometric reasoning.

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Travis Weiland and Lisa L. Poling

The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space is so important in mathematics teacher education, specifically discussing links to the practice of teaching mathematics. Examples of how to consider tasks related to spatial justice are provided to help reimagine what an mathematics teacher education task can look like.

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Jenna Menke

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Marina Basu, Karen Koellner, Jennifer K. Jacobs, and Nanette Seago

This set of tasks progressively engages students in geometric proportional reasoning.

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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.

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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.

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Joshua David Jones

To be literate in a society where the information shared online is often exploited, learners should be exposed to multiple aspects of contemporary predictive modeling. Explore a lesson in which students learned an algorithm used in practice to automate the process of making recommendations.