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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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## 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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## Noticing before Responding

This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.

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## Now: The Metamorphosis of the Educational World

“It's a YouTube World” (Schaffhauser, 2017), and educators are using digital tools to enhance student learning now more than ever before. The research question scholars need to explore is “what makes an effective instructional video?”.

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## Using Scratch Programming to Explore Coordinates

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

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## The Innovative Impact of NCTM Journals

NCTM has provided rich resources through the publication of practitioner journals for decades and is now leading the way once again with a digital first dynamic publication focused on the learning and teaching of mathematics. This is a rich opportunity for teachers to engage, to learn and to go.

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## Targeting Instruction with Formative Assessment Probes

Start with a strategic process to gather and interpret evidence of students' mathematical understandings and misconceptions; then aim your teaching to address identified needs.

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## Evidence-Centered Assessment

Comparing two fractions gives a context for exploring students' flexibility with and understanding of mathematical ideas.

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## The “Brick Wall” Graphic Organizer

Use this visual tool to plan lessons and assessments, diagnose gaps in students' conceptual knowledge, and help you and your students see connections within a particular lesson objective.

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## Gone Fishing: Science, Proportions, and Probability

An outdoor context can reel in two important mathematical ideas and catch students' misconceptions in the process.