By examining some of Ms. Hill’s instructional moves, we demonstrate how a fifth-grade teacher simultaneously developed her multilingual learners’ mathematical reasoning and mathematics register.

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### Richard Kitchen, Libni B. Castellón, and Karla Matute

### Gülseren Karagöz Akar, Merve Saraç, and Mervenur Belin

In this study, we investigated prospective secondary mathematics teachers’ development of a meaning for the Cartesian form of complex numbers by examining the roots of quadratic equations through quantitative reasoning. Data included transcripts of the two sessions of classroom teaching experiments prospective teachers participated in, written artifacts from these teaching sessions, and their answers to pre-and-post written assessment questions. Results point toward prospective teachers’ improved meanings regarding the definition of complex numbers and the algebraic and geometrical meanings of the Cartesian form of complex numbers. Implications for mathematics teacher education include providing specific tasks and strategies for strengthening the knowledge of prospective and in-service teachers.

### Katherine Ariemma Marin and Natasha E. Gerstenschlager

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.

### Chris Harrow and Justin Gregory Johns

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.

### Kristin Doherty

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

### Tara M. Willging and Luciana C. de Oliveira

A monolingual English-speaking teacher reflects on her experiences practicing a translanguaging stance in first grade with two multilingual learners and provides a set of guiding principles.

### Travis Lemon and Scott Hendrickson

A robust framework can support teachers and their students’ learning.

### 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.

### Chris Harrow, Justin Johns, and Hassan Lakiss

Problems to Ponder provides 28 varying, classroom-ready mathematics problems that collectively span PK–12, arranged in the order of the grade level. Answers to the problems are available online. Individuals are encouraged to submit a problem or a collection of problems directly to mtlt@nctm.org. If published, the authors of problems will be acknowledged.