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

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

### Audrey Callahan

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.

### Deanna Pecaski McLennan

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

### Alice Aspinall

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

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

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

### Linda L. Cooper

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.

### 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.

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

Excerpts from discussion threads on the online MyNCTM community