Support students in conjecturing in ways that can promote their agency in the learning process.

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### Jodie A. Bailey

This author used Number Talks as an asset-based approach to build on students’ prior knowledge and make connections across strategies in a Grade 7 mathematics class to address unfinished learning that occurred as a result of the COVID-19 pandemic.

### George J. Roy, Matthew Cunningham, and Kenneth Rafanan

Teachers have the opportunity to make mathematics relevant. We leveraged the popularity of *Star Wars* to engage students in exploring and connecting two dimensions and three dimensions to careers in toy design.

### Christine Andrews-Larson, Jonee Wilson, Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover

Support students in developing contextual reasoning about integer subtraction.

### George J. Roy, Kristin E. Harbour, Christie Martin, and Matthew Cunningham

Using this strategy, a teacher facilitates a short conversation during which students verbally explain and justify reasoning. We have found that a coordinated series of number talks supports students’ reasoning when comparing fractions.

### Blake E. Peterson, Shari L. Stockero, Keith R. Leatham, and Laura R. Van Zoest

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

### Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle

Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!

### Jeff Gregg, Diana Underwood Gregg, and Introduction by: Melissa Boston

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### 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.

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.