Vary the intensity of pedagogical scaffolding along three dimensions—grouping, structure, and language—with the same rigorous prompt.

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## Varying the Intensity of Scaffolding for English Learners

### Haiwen Chu, Jill Neumayer DePiper, and Leslie Hamburger

## Ways to Help Students Become Powerful Mathematical Thinkers

### Alan H. Schoenfeld

Ear to the Ground features voices from several corners of the mathematics education world.

## Discuss It! Collaborating on the Tortoise and Hare Task

### K. Ann Renninger, Maria Consuelo De Dios, Annie Fetter, Maeve R. Hogan, Moe Htet Kyaw, Ana G. Michels, Marina Nakayama, Richard Tchen, Stephen A. Weimar, Helena Werneck de Souza Dias, and Feven Yared

The authors share an online collaborative problem-solving activity that integrates support for students’ developing conceptual understanding, focused engagement, and positive feelings of agency and identity.

## 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.

## Teaching Is a Journey: Vulnerability in Our Work as Educators

### Taylee Nelson

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.

## 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.

## Building Equitable Math Talk Classrooms

### Karen C. Fuson and Steve Leinwand

The power of Number Talks and extensions that can build to an equitable Math Talk Classroom

## Promoting Equitable PST Participation in Mathematical Discourse: Rough Drafts on an Asynchronous Discussion Board

### Margaret Rathouz, Nesrin Cengiz-Phillips, and Angela S. Krebs

Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.

## Rethinking Wait Time: What Can 3 Seconds Do?

### Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin

A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.

## Same Task but Different Learning Goals

### Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh

This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.