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

Use this framework to open a window between your students' experiences and the world of problem solving.

### Angela T. Barlow

The purpose of this article is to share a review game that has successfully prepared students for tests and quizzes. Part of the success of this game lies in its ability to involve everyone in working problems. Adding to this success is the fact that most students enjoy playing the game. The game has been played by mathematics classes ranging from the middle school level to high school. A description of the setup and the rules for the game follow.

### Angela T. Barlow

For most of my students, multiplying polynomials is not a difficult procedure to understand. Students quickly grasp the idea that each term in the first polynomial must be multiplied by each term in the second polynomial. The difficulty, however, lies in the organization of the product's terms for ease in combining like terms and in the accuracy of having multiplied all of the appropriate subproducts. The purpose of this article is to demonstrate how a box can help students with both of these aspects.

### Angela T. Barlow and Shannon Harmon

To support mathematics educators as they consider the implications of the Common Core State Standards for Mathematics (CCSSM) on instruction and assessment, Teaching Children Mathematics is publishing a series of articles. In this third feature of the series, authors Barlow and Harmon suggest implementation strategies for grades 3 and 4. The next article covers additional topics, ideas, and commentary addressing grades 5 and 6.

### Jennifer G. Fillingim and Angela T. Barlow

Consider both internal and external motivational factors to promote and extend students' success as doers of mathematics beyond the classroom, preparing them for success in a flat world.