A robust framework can support teachers and their students’ learning.

# Browse

## Building Coherence and Progression on Sound Frameworks

### Travis Lemon and Scott Hendrickson

## “Reflections on High-Quality Math Instruction”

### Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

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

## GPS: Iterating and Partitioning

### Daniel K. Siebert and Monica G. McCleod

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.

## Mathematical Wonders and Reasons Abound in the Seasons

### Maria Franshaw

Mathematics abounds in the beauty of the seasons. Where you live, work, or travel, how do you engage with and explore the wonders of math in our natural world?

## Symbiosis: Social and Emotional Learning & Mathematics Learning

### Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen

Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.

## Math Chat Opportunities Abound!

### Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

## Learning Trajectories for Vertical Coherence

### Jere Confrey, Meetal Shah, and Alan Maloney

Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.

## Student Engagement with the “Into Math Graph" Tool

### 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.

## Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative

### Esther M. H. Billings and Barbara A. Swartz

## Growing TTULPs through Your Lessons

### Jonathan D. Bostic, Brooks Vostal, and Timothy Folger

All students have strengths that can be leveraged through universally designed instruction.