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Jen Munson, Geetha Lakshminarayanan, and Thomas J. Rodney

Off You Go is a PK–12 mathematical routine that leverages children’s home resources and assets to support them in developing conceptual precision. We provide a guide for how to adapt this routine to engage students at any grade in argumentation and attending to precision.

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Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

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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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Diane Torres-Velasquez, Gilberto Lobo, Introduction by: Sarah Parker, Rebecca MeCaskey, and Rebecca R. Robichaux-Davis

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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Gavin Cunningham and Siddhi Desai

We share how engaging in the mathematical process of 3D printing captured and elevated our interest in discovering the wonder, joy, and beauty of mathematics in the world around us.

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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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Johnnie Wilson

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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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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Emily P. Bonner

As I walk down the hallway in East G Elementary School (pseudonyms have been used throughout), a largely African American school with a high population of students living in poverty, I hear chanting coming from Ms. Jacobs’s fifth-grade classroom. Student voices penetrate the usual silence in the school’s passageways as I get closer to the doorway. When I enter the classroom, I see students sitting at large tables in groups of four or five working with whiteboards and reading from “math journals.” A mixed number is up on the board—5 3/4—and students are working to change this mixed number

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Cathery Yeh

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