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Dana L. Grosser-Clarkson and Joanna S. Hung

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. The Flint Water Task has shown great promise in achieving the dual goals of exploring mathematical modeling while building awareness of social justice issues. This Perspectives on Practice article focuses on two adaptations of the task—gallery walks and What I Know, What I Wonder, What I Learned (KWL) charts—that we have found to enhance these learning opportunities. We found that the inclusion of a gallery walk supported our students in the development of their mathematical modeling skills by enhancing both the mathematical analyses of the models and the unpacking of assumptions. The KWL chart helps students document their increase in knowledge of the social justice issues surrounding the water crisis. Using the mathematical modeling cycle to explore social justice issues allows instructors to bring humanity into the mathematics classroom.

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Kuo-Liang Chang and Ellen Lehet

Defining a quadratic function through the slopes of its secant/tangent lines leads to the fundamental theorem of calculus (FTC) and an alternative way of understanding integration.

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Gwyneth Hughes, Michele B. Carney, Joe Champion, and Lindsey Yundt

Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We describe three examples of how the framework is used to support teacher learning and classroom instructional practice: a state-mandated course, lesson studies, and a large-scale teacher–researcher alliance. Initial findings suggest that consistently emphasizing this framework provides both content and structural guidance during PD development and gives coherence and focus to teachers’ PD experiences.

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David B. Custer and Ksenija Simic-Muller

We reflect on recent presentations at the NCTM annual conference and articles in MTLT that address statistics, data modeling, and data science. We observe that such presentations and articles are increasingly common, and encourage readers to use them in their teaching and write about their own adventures with data.

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Stephanie Casey, Liza Bondurant, and Andrew Ross

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Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards

Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.

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Rachael H. Kenney, Michael Lolkus, and Yukiko Maeda

Mathematics teacher educators play a key role in supporting secondary mathematics teachers’ development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary classrooms. These recommendations can strengthen the research-based practices of mathematics teacher educators as they support teachers’ collections and uses of FA data to move student thinking forward in secondary mathematics. We share and discuss recommendations for mathematics teacher educators to connect pedagogical content knowledge of students, teaching, and curriculum to FA practices. We also highlight the usefulness of the qualitative synthesis method, meta-aggregation, for generating research-based connections between theory and practice in mathematics education.

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Robert Powers and Michelle Chamberlin

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Kym Fry and Lyn D. English

Grade 4 students engage in problem solving through inquiry in an agricultural science context.