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Translanguaging Pedagogy in Elementary Mathematics

Tara M. Willging and Luciana C. de Oliveira

A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

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Math Storytelling in PK–2 Classrooms

Janice Novakowski

Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.

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Subtraction, Decomposition, and Argumentation

Chepina Rumsey, Jody Guarino, and Michelle Sperling

We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.

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We Are Different but the Same!

Deanna Pecaski McLennan

Use the language of mathematics to explore diversity in kindergarten.

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Promoting Equitable Problem Solving with Numberless Math Stories

Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.

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Our Children Are Not Numbers

Jody Guarino, Shelbi Cole, and Michelle Sperling

In a humanized approach to assessment, the design of the instrument itself is only a small part of the overall process.

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Puddle Play!

Deanna Pecaski McLennan

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Supporting Mathematics Talk in Kindergarten

Hala Ghousseini, Sarah Lord, and Aimee Cardon

Kindergartners are capable of engaging in reasoning about mathematics and justifying their thinking using several resources.

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Asked & Answered

Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.

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Productive Struggle in Action

Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case

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.