Students analyze photographs of patterns and determine algebraic representations for the pattern growth.

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### Mary Alice Carlson, Elizabeth G. Arnold, and Barbara Bolte

We used the Footprint problem to engage middle school students in statistical thinking.

### John W. Staley

This article provides readers with questions to consider as they reflect on the meaning of equity and access in their own setting and ponder possible actions they might take to change the narrative.

### Karl W. Kosko

Use Cuisenaire™ Rods to emphasize the column-and-row structure in arrays for meaningful multiplication.

### Robin A. Ward and Jennifer Albritton

This article describes how a second-grade teacher used Vasily Kandinsky’s *Composition VIII* as the springboard to a lesson in data creation and analysis, while also integrating geometry concepts, reading, and writing.

### Amanda L. Cullen, Carrie A. Lawton, Crystal S. Patterson and Craig J. Cullen

In this lesson, third graders were asked how many degrees is a full rotation around a circle. After we gave students time and space to disagree, to make and test conjectures, and to explore, they reasoned about angle as turn and determined a full rotation is 360 degrees.

Excerpts from discussion threads on the online MyNCTM community

### Enrique Ortiz

This article includes an original artwork using geometry. Art such as this can foster understanding and appreciation of fundamental concepts across fields.

### Kelsey A. Clarkson and Jennifer M. Tobias

Three high school classes use numbers lines, comparisons, arithmetic operations, and algebraic manipulations to investigate equivalence.

### Brandon G. McMillan and Theodore Sagun

This instructional activity gives teachers access to student thinking that can be leveraged to extend and connect their ideas.