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## Characterizing Secondary Teachers’ Structural Reasoning

The Common Core State Standards for Mathematical Practice asks students to look for and make use of structure. Hence, mathematics teacher educators need to prepare teachers to support students’ structural reasoning. In this article, we present tasks and rubrics designed and validated to characterize teachers’ structural reasoning for the purposes of professional development. Initially, tasks were designed and improved using interviews and small pilot studies. Next, we gave written structure tasks to over 600 teachers in two countries and developed and validated rubrics to categorize responses. Our work contributes to the preparation and support of mathematics teachers as they develop their own structural reasoning and their ability to help students develop structural reasoning.

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## Experience First, Formalize Later

The EFFL model empowers students to build strong conceptual understanding of mathematics through carefully designed, equity-minded activities that disrupt the traditional lecture-based classroom.

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## Math-Inspired Artwork

Students and teachers enjoy exploring the boundaries between mathematics and art.

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## Technology and Median Income Data: Opening Doors

Classroom stories show how using technology to investigate the wage gap provided opportunities to develop students’ identities and agency and enabled a classroom culture of sharing and risk-taking.

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## Enacting Co-Craft Questions Using Flexible Teaching Platforms

Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.

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## Rethinking Wait Time: What Can 3 Seconds Do?

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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## Variations on a Theme of Fibonacci 1

We introduce variations on the Fibonacci sequence such as the sequences where each term is the sum of the previous three terms, the difference of the previous two, or the product of the previous two. We consider the issue of the ratio of the successive terms in ways that reinforce key behavioral concepts of polynomials.

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## S3D: Small-Group, Student-to-Student Discourse

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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## Exploring Geometry with Origami One-Cut-Heart

One-Straight-Cut-Heart activities can help teachers support students’ engagement with geometry and can deepen students’ geometric reasoning.

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## Using School Mathematics to Develop Students’ Data Literacy Skills

To be literate in a society where the information shared online is often exploited, learners should be exposed to multiple aspects of contemporary predictive modeling. Explore a lesson in which students learned an algorithm used in practice to automate the process of making recommendations.