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Cynthia E. Taylor, Christa Jackson, and Kelley Buchheister

A third grade teacher uses the What component in the What-How-Who structure to create a mathematical task from a culturally rich book.

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Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner

Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.

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Patricia E. Swanson

Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement.