odeling mathematics has a longstanding tradition in the mathematics classroom, as teachers often engage students in representing mathematical ideas. For example, students can be seen using base-ten blocks to model a number or drawing an array to represent a multiplication fact. Modeling a mathematical idea in this way, however, does not necessarily meet the expectations described in the fourth of the Common Core's Standards for Mathematical Practice (SMP 4): *Model* with *mathematics*, which states that students should “apply the mathematics they know to solve problems arising in everyday life, society, and the workplace” (CCSSI 2010, p. 7). Although the SMP provide a detailed description of modeling with mathematics, Bleiler-Baxter et al. (2017) found it useful to consider three decision-making processes embedded within the modeling process.

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- Author or Editor: Angela T. Barlow x

### Angela T. Barlow

### Angela T. Barlow

In this commentary, I share my changing perspective of our new journal as I advanced through the process of becoming the inaugural Editor-in-Chief. Within this narrative, I offer insights into the affordances of the new features of the journal and its contents.

### Angela T. Barlow

These comments provide potential authors with insights to support the writing process.

### Angela T. Barlow, Natasha E. Gerstenschlager and Shannon E. Harmon

Three instructional situations demonstrate the value of using an “unknown” student's work to allow the advancement of students' mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.

### James C. Willingham, Jeremy F. Strayer, Angela T. Barlow and Alyson E. Lischka

During a lesson on ratios involving percentages of paint, four research-based criteria are used to evaluate students' mistakes. The takeaway is that painting all mistakes with the same brush can also be a blunder.

### Angela T. Barlow, Lucy A. Watson, Amdeberhan A. Tessema, Alyson E. Lischka and Jeremy F. Strayer

Carefully select and leverage student errors for whole-class discussions to benefit the learning of all.

### Sarah K. Bleiler, Wesley A. Baxter, D. Christopher Stephens and Angela T. Barlow

Teachers' insights could inspire further discussion about interpreting the SMPs.

### Angela T. Barlow, Alyson E. Lischka, James C. Willingham and Kristin S. Hartland

A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.

### Angela T. Barlow, Matthew Duncan, Alyson E. Lischka, Kristin S. Hartland and J. Christopher Willingham

Examine these three strategies, which offer scaffolds for enhancing students' understanding and lead toward more meaningful investigations.