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Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.

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Kaycie Maddox

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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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.

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Catherine A. Little, Sherryl Hauser, Jeffrey Corbishley, and Introduction by: Denise M. Walston

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

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Lybrya Kebreab, Sarah B. Bush, and Christa Jackson

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.

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Erin Smith

Teachers’ positioning can affect multilingual learners’ participation, identity, and mathematical success. Learn what positioning is and how to productively position multilingual learners in your classroom.

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Cory A. Bennett and Mick J. Morgan

Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.

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Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case

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.