Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.

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### Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon

### Gavin Cunningham and Siddhi Desai

We share how engaging in the mathematical process of 3D printing captured and elevated our interest in discovering the wonder, joy, and beauty of mathematics in the world around us.

### Ken Keech, Betty Routhouska, and Nicole L. Fonger

Two high school algebra teachers and their students focused on examining population trends affected by the creation of a highway though a thriving African American community.

### Johnnie Wilson

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.

### 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.

### Emily P. Bonner

### Paul Naanou and Sam Rhodes

Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

### Cara Djonko-Moore

Early childhood practitioners consider practical strategies to innovate mathematics through cultural responsiveness and funds of knowledge.

### Zandra de Araujo, Deborah Hanuscin, and Samuel Otten

In this paper we discuss different ways teachers can integrate science and mathematics into their curriculum. In particular, we focus on science and mathematics integration via the disciplinary practices.

### Geraldo Tobon and Marie Tejero Hughes

We share our experiences and those of culturally diverse families who participated in math workshops. We tie our experiences with the importance of family engagement, in particular, viewing families as a resource to be tapped into. We do so, in hopes that other school personnel take on a similar venture.