The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.

# Browse

### Elizabeth E. Peyser and Jessica Bobo

Because number lines are an integral part of mathematics after they are introduced in second grade, connecting number sense to a linear view of numbers establishes a foundation for number line use in all levels of mathematics.

### Larry Buschman and Introduction by: Beth Kobett

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### Douglas H. Clements and Introduction by: Carol Matsumoto

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### Jennifer Ward and Victoria Damjanovic

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.

### Gina Kling and Jennifer M. Bay-Williams

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.

### Erin Smith, Jo Hawkins-Jones, Shelby Cooley, and R. Alex Smith

Teachers can use shared story reading with interdisciplinary lessons to simultaneously advance students’ mathematics, literacy, and social-emotional competencies. In this article, we use the book, *Two of Everything*, to illustrate how this routine can be used in K–2 classrooms.

### Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard

An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.