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Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards

Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.

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Robert Powers and Michelle Chamberlin

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.

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Kym Fry and Lyn D. English

Grade 4 students engage in problem solving through inquiry in an agricultural science context.

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Ricardo Martinez and Ji Yeong I

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

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Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, Jared Bukarau, and Introduction by: Wendy Cleaves

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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Kathryn Early, K. Elizabeth Hammonds, Brea Ratliff, Mariya Rosenhammer, and W. Gary Martin

A high-leverage strategy first discussed more than 50 years ago, wait time has many benefits for both teachers and students yet is not used to its full potential. See how it can enhance your students’ mathematical discourse.

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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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Alessandra King

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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Roger Day

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

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Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh

This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.