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Let’s Be Flexible

Clayton Edwards and Rebecca Robichaux-Davis

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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.

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Challenging but Achievable Math for Young Children

Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

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Our Children Are Not Numbers

Jody Guarino, Shelbi Cole, and Michelle Sperling

In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.

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Teaching Is a Journey: Fostering Student Thinking

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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Revising Word Problems to Address UDL and Standards

Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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Promoting Mathematics Education

S. Leigh Nataro

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

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Building Powerful Mathematical Thinkers with dINBs

Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

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Graphing Technology Helps Narrow the Digital Divide

Maria de Hoyos

To ensure that technology use benefits all students, it must be accessible with respect to cost and ease of use. Moreover, technology needs to be integrated by considering it from the perspective of the curriculum.

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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.