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Johnnie Wilson

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.

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Dr. Zandra de Araujo, Ms. Deborah Hanuscin, and Ms. Samuel Otten

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

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Dr. Geraldo Tobon and Ms. Marie Tejero Hughes

We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.

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Daniel Edelen, Heather Simpson, and Sarah B. Bush

The incorporation of the “M” in STEAM must extend beyond simply a tool to address science and engineering standards (Authors, 2016; NCSM/NCTM, 2018). We present a mathematics- rich STEAM inquiry in which elementary students engaged in solving the issue of homelessness for one family in need.

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Janet Sharp and Rachael M. Welder

Students notoriously struggle with division of fractions in 5 key areas. Hear what those 5 areas are and how recommendations address the limitations.

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Elizabeth T. Walker and Jeffrey S. Molisani

Multiple entry points on the road to assessing students can tell teachers if students can do math and therefore apply math to real-world problems.

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Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

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Robert Q. Berry III and Mark W. Ellis

See how one seventh-grade teacher melds NCTM's Process Standards, CCSSM's Standards for Mathematical Practice, and multidimensional teaching to engage students.

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Higinio Dominguez and Melissa Adams

Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.