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Experience First, Formalize Later

Sarah Stecher, Luke Wilcox, and Lindsey Gallas

The EFFL model empowers students to build strong conceptual understanding of mathematics through carefully designed, equity-minded activities that disrupt the traditional lecture-based classroom.

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Math-Inspired Artwork

Alessandra King, Sophia Ouanes, and Claire Doh

Students and teachers enjoy exploring the boundaries between mathematics and art.

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The Hidden Beauty of Complex Numbers

Juan Carlos Ponce Campuzano

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Enacting Co-Craft Questions Using Flexible Teaching Platforms

T. Royce Olarte and Sarah A. Roberts

Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.

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Rethinking Wait Time: What Can 3 Seconds Do?

Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin

A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.

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Access, Power, Identity, and Healing in Mathematics

Sara Gartland, Shellee Wong, and Laurie Silverstein

Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.

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S3D: Small-Group, Student-to-Student Discourse

Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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Leveraging Student Identities to Develop Pedagogical Fluency

Lybrya Kebreab, Sarah B. Bush, and Christa Jackson

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.

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Everybody Still Plays: Virtual Engagement without Webcams On

Xi Yu

When learning is virtual and students’ webcams are turned off, the ways that we interacted in an in-person classroom fall short. These six strategies for hearing from all students during whole-group instruction and small-group work honor students’ need to keep their webcams off.

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Graphing Technology Helps Narrow the Digital Divide

Maria de Hoyos

To ensure that technology use benefits all students, it must be accessible with respect to cost and ease of use. Moreover, technology needs to be integrated by considering it from the perspective of the curriculum.