Two classic hands-on tasks address conceptual understanding of functions. The tasks center student discourse and rough draft mathematics as students grapple with the relationship between input and output.

# Browse

### Samuel Otten, Tiffany J. LaCroix, Faustina Baah, and Rebekah Hanak

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.

### Sarah Quebec Fuentes

Ear to the Ground features voices from several corners of the mathematics education world.

### 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.

### Taylee Nelson

This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

### Melissa Gunter

Asking students to write meaningfully about mathematics can be daunting! Help students learn to write with purpose.

### 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.

### Sunghwan Byun, Niral Shah, and Daniel Reinholz

We introduce a teacher learning practice called *EQUIP-ing*, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.

### Sherri L. Martinie

Given the numbers and data at our fingertips in this digital age, mathematical and digital literacy skills are imperative when it comes to understanding natural and social phenomena and making good decisions. As teachers we are responsible for helping students make sense of this information

### Laura R. Van Zoest, Shari L. Stockero, Blake E. Peterson, and Keith R. Leatham

Learn why collecting, clarifying, and revoicing—often great teaching moves—do not always work.