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## Teaching Is a Journey: Cracking Eggs

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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## Developing Property-Based Geometric Reasoning

Recognizing the complex nature of students’ geometric reasoning, we present guidelines and suggestions for implementing a Guess My Shape minilesson that focuses students’ attention on properties and attributes of geometric shapes.

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## GPS: Perceiving Variability in Graphs

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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## Children’s Games and Games for Children

This article examines the mathematical activity of five-year-old Liam to explore the difference between the mathematics games designed for children and the children's games that emerge through playful activity. We propose that this distinction is a salient one for teachers observing mathematical play for evidence of mathematical sense making.

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## Mathematical Explorations: A New Twist on Collaborative Learning

Research on students' learning has made it clear that learning happens through an interaction with others and through communication. In the classroom, the more students talk and discuss their ideas, the more they learn. However, within a one-hour period, it is hard to give everyone an equal opportunity to talk and share their ideas. Organizing students in groups distributes classroom talk more widely and equitably (Cohen and Lotan 1997).

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## Improving Preservice Secondary Mathematics Teachers' Capability With Generic Example Proofs

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

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## Working the System

Two teachers discuss the planning and observed results of an introductory problem to help students nail a conceptual approach to solving systems of equations.

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## Using KenKen to Build Reasoning Skills

Through KenKen puzzles, students can explore parity, counting, subsets, and various problem-solving strategies.

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## Folding Corners of the Habits of Mind

Students fold paper to make and test conjectures while reasoning about and discussing geometric ideas.

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## Improving Student Reasoning in Geometry

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.