We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

# Browse

Over the past 100 years, technology has evolved in unprecedented fashion. Calculators, computers, and smart phones have become ubiquitous, yet school mathematics experiences for many children still remain without many powerful technological tools for the exploration of mathematics. We consider the evolution of some tools as we imagine a future.

### Sarah B. Bush, Karen S. Karp, Jennifer Nadler, and Katie Gibbons

By examining ratios in paintings and using a free educational app, students can size up artists' use of proportional reasoning in their creations.

A cartoon exploring a problem about order of operations is coupled with a full-page activity sheet.

### Kami M. Dupree

Abandon mnemonics and make stronger connections between the operations and properties of arithmetic.

### Samuel Otten and Andrew Otten

Students make strategic choices–and justify them–to solve a system of two linear equations.

### Nicole Panorkou and Alan P. Maloney

Develop fifth-grade students' early expression of pattern relationships through instructional tasks.

### Elana Reiser

Use popular culture to draw students' attention to mathematical topics.

### Michael Weiss

Core content provides opportunities to focus on the structure of mathematical theory, proof, and anticipation of subsequent topics.

## Odd Shape Out

### big solutions to little problems

### Jo Ann Cady and Pamela Wells

Solutions to a previous Solve It problem are discussed, and the procedures used with problem solving are explored.