As mathematical patterns become more complex, students' conditional reasoning skills need to be nurtured so that students continue to critique, construct, and persevere in making sense of these complexities. This article describes a mathematical task designed around the online version of the game Mastermind to safely foster conditional reasoning.

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### Jennifer A. Czocher, Diana L. Moss, and Luz A. Maldonado

Conventional word problems can't help students build mathematical modeling skills. on their own. But they can be leveraged! We examined how middle and high school students made sense of word problems and offer strategies to question and extend word problems to promote mathematical reasoning.

### Amber G. Candela, Melissa D. Boston, and Juli K. Dixon

We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

### Ryan Seth Jones, Zhigang Jia, and Joel Bezaire

Too often, statistical inference and probability are treated in schools like they are unrelated. In this paper, we describe how we supported students to learn about the role of probability in making inferences with variable data by building models of real world events and using them to simulate repeated samples.

### Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

### Krista L. Strand and Katie Bailey

K-5 teachers deepen their understanding of the Common Core content standards by engaging in collaborative drawing activities during professional development workshops.

### Gabriel Matney, Julia Porcella, and Shannon Gladieux

This article shares the importance of giving K-12 students opportunities to develop spatial sense. We explain how we designed Quick Blocks as an activity to engage our students in both spatial reasoning and number sense. Several examples of students thinking are shared as well as a classroom dialogue.

### Beth Bos, Lucy Wilder, Marcelina Cook, and Ryan O'Donnell

The Common Core State Standards can be taught with Minecraft, an interactive creative Lego®-like game. Integrating Science, Technology, Engineering, and Mathematics (iSTEM) authors share ideas and activities that stimulate student interest in the integrated fields of science, technology, engineering, and mathematics (STEM) in K—grade 6 classrooms.

### Mi Yeon Lee

The goal of the project this month is for students to design and build a tinfoil boat that is capable of carrying the maximum weight with the least expense, learning the scientific concept of buoyancy; incorporating the technological tool of TinkerPlots; applying engineering principles to designing and building a boat; and using mathematical knowledge of area, graphs, and data analysis. Integrating Science Technology Engineering in Mathematics (iSTEM) is the venue for ideas and activities that stimulate student interest in these integrated fields in K–grade 6 classrooms.

### Amanda Sibley and Terri L. Kurz

Earth Day presents an annual opportunity to discuss sustainability with students. This article describes a six-week unit that integrated sustainability and mathematics at the intermediate elementary school level. Students explored a topic and identified solutions that would support preserving resources for the betterment of our planet. The iSTEM (Integrating Science Technology Engineering in Mathematics) authors share ideas and activities that stimulate student interest in the integrated fields STEM in K—grade 6 classrooms.