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## Now: We Can Do Hard Things

This article looks back at NCTM's leadership efforts with respect to equity, access, and empowerment and offers suggestions for moving the work forward.

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## PD For Your Earbuds: Making a Math Moments That Matter Podcast

Wondering how to create a classroom culture where students don't want to stop exploring mathematics when the bell rings? We were too and that's why we teammed up to uncover how we can Make Math Moments That Matter for every student in the math classroom with a weekly podcast.

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## Problems to Ponder

28 problems spanning the grades PK-12

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## Productive Struggle in Action

Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.

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## Revitalizing and Repurposing Conventional Word Problems

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.

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## Seeing Algebraic Structure: The Rubik's Cube

Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.

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## Supporting Probability Understanding through Area Models

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

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## Teacher Noticing of Mathematical Thinking in Young Children’s Representations of Counting

Counting is fundamental to early mathematics. Most studies of teaching counting focus on teachers observing children count. The present study compares mathematical ideas that 12 PK, transitional kindergarten (TK), and kindergarten teachers noticed from observing their own students count during a classroom session of Counting Collections with ideas that they noticed outside class time in the same students’ representations of counting on paper. Inviting teacher noticing in representations (a) drew attention to distinct conceptions that children required to represent counting; (b) increased the number of mathematical ideas that participants perceived in students’ thinking; and (c) helped participants perceive different levels in, and their own uncertainties about, students’ understanding. This study suggests that teacher noticing in children’s representations of counting can deepen teachers’ understanding of students’ mathematical thinking.

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## What's in a Name? Language Use as a Mirror into Your Teaching Practice

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.

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