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Daniel K. Siebert and Monica G. McCleod

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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Maria Franshaw

Mathematics abounds in the beauty of the seasons. Where you live, work, or travel, how do you engage with and explore the wonders of math in our natural world?

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Ruthmae Sears, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen

Social and Emotional Learning and the Standards for Mathematical Practice have a mutually beneficial relationship and develop mathematically proficient and confident students.

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Audrey Callahan

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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Travis Lemon

We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.

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Deanna Pecaski McLennan

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Emily Adams

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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Amber G. Candela and Melissa Boston

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics () as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

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Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Alexandra Martinez

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.