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Building Coherence and Progression on Sound Frameworks

Travis Lemon and Scott Hendrickson

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

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See, Think, and Wonder Geoboard Art

Enrique Ortiz

Two original images were inspired by the use of an art studio app for digital drawings. This artistic process could be used to help created other original art and during See-Think-Wonder routines emphasizing meaningful observations and questioning skills.

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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?

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

Sarah Quebec Fuentes

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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Teaching Is a Journey: Embracing Change

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.

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Looking for Math in All the Right Places!

Nasim Chenari

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

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Five Core Routines for Teaching Mathematics Outside

Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez

Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.

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Math Chat Opportunities Abound!

Alice Aspinall

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

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Developing Preservice Teachers’ Understanding of Area Through a Units Intervention

Megan H. Wickstrom

Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K–Grade 12 to develop flexibility in students’ mathematical understanding and to provide them with a visual interpretation of numerical ideas. This study describes an intervention aimed at bolstering PSTs’ understanding of area and area units with respect to measurement and number and operations. Following the intervention, results indicate that PSTs had both an improved ability to solve area tiling tasks as well as increased flexibility in the strategies they implemented. The results indicate that PSTs, similar to elementary students, develop a conceptual understanding of area from the use of tangible tools and are able to leverage visualizations to make sense of multiplicative structure across different strategies.

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Developing Property-Based Geometric Reasoning

Rick Anderson and Peter Wiles

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.