An escape room can be a great way for students to apply and practice mathematics they have learned. This article describes the development and implementation of a mathematical escape room with important principles to incorporate in escape rooms to help students persevere in problem solving.

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### Amanda Milewski and Daniel Frohardt

Few high school students associate mathematics with playfulness. In this paper, we offer a series of lessons focused on the underlying algebraic structures of the Rubik's Cube. The Rubik's Cube offers students an interesting space to enjoy the playful side of mathematics, while appreciating mathematics otherwise lost in routine experiences.

### Amber G. Candela, Melissa D. Boston, and Juli K. Dixon

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.

### Sandra M. Linder and Amanda Bennett

This article presents examples of how early childhood educators (prek-2nd grade) might use their daily read alouds as a vehicle for increasing mathematical talk and mathematical connections for their students.

### Julie M. Amador, David Glassmeyer, and Aaron Brakoniecki

This article provides a framework for integrating professional noticing into teachers' practice as a means to support instructional decisions. An illustrative example is included based on actual use with secondary students.

### J. Michael Shaughnessy

In celebration of NCTM's 100th birthday I'm very pleased to have this opportunity to share this retrospective on two early career events that had a big impact on mathematics education nationally and internationally, and turned out to be surprisingly instrumental in my own professional development.

### Erell Germia and Nicole Panorkou

We present a Scratch task we designed and implemented for teaching and learning coordinates in a dynamic and engaging way. We use the 5Es framework to describe the students' interactions with the task and offer suggestions of how other teachers may adopt it to successfully implement Scratch tasks.

### Debasmita Basu, Nicole Panorkou, Michelle Zhu, Pankaj Lal, and Bharath K. Samanthula

We provide an example from our integrated math and science curriculum where students explore the mathematical relationships underlying various science phenomena. We present the tasks we designed for exploring the covariation relationships that underlie the concept of gravity and discuss the generalizations students made as they interacted with those tasks.

### Christina Lundberg

My favorite lesson is based on a problem my geometry students encounter. When we study similar triangles, students use indirect measurement to determine the height of an object.

### Kent Thele

Encourage investigation of the conic-section attributes of focus, eccentricity, directrix, and semi-latus rectum using polar coordinates and projective geometry.