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.

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A cartoon exploring a problem about order of operations is coupled with a full-page activity sheet.

### Kami M. Dupree

Abandon mnemonics and make stronger connections between the operations and properties of arithmetic.

### Sonalee Bhattacharyya, Nama Namakshi, Christina Zunker, Hiroko K. Warshauer, and Max Warshauer

This activity engages students in problem solving while exploring key concepts of number theory, such as divisibility and divisibility tests, place value, fractions, and scale factors.

### Lincoln Peirce

A cartoon involving presidential birth dates is coupled with a full-page activity sheet.

### Gabriel T. Matney

To develop second-grade students' confidence and ease, use these three specific types of tasks that align with Common Core State Standards for Mathematics expectations.

### Jennifer R. Brown

Set sail to explore powerful ways to use anchor charts in mathematics teaching and learning.

### Joel Amidon and Matt Roscoe

A monthly set of problems is aimed at a variety of ability levels.

### Margaret Rathouz, Nesrin Cengiz, Angela Krebs, and Rheta N. Rubenstein

Tasks that have been developed to build a foundation for ratio meanings and language not only provide valuable information about student thinking but also support proportional reasoning.

### Katherine E. Lewis

Mathematical learning disability (MLD) research often conflates low achievement with disabilities and focuses exclusively on deficits of students with MLDs. In this study, the author adopts an alternative approach using a response-to-intervention MLD classification model to identify the resources students draw on rather than the skills they lack. Detailed diagnostic analyses of the sessions revealed that the students understood mathematical representations in atypical ways and that this directly contributed to the persistent difficulties they experienced. Implications for screening and remediation approaches are discussed.