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## Promoting Mathematical Argumentation

These evidence-based instructional strategies can lead to deeper mathematical conversations in upper elementary school classrooms.

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## Learning to See Students' Mathematical Strengths

A teacher shares her journey toward disrupting her conditioning to create more humanizing math learning experiences for her students, incorporating strategies that every educator can use.

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## Research Suggests that Timed Tests Cause Math Anxiety

This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.

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## Probability and Commutativity: A Possible Misconception

Ann stated, “If you roll two dice (number cubes) and the numbers are 1 and 2, saying that 1 and 2 and 2 and 1 are different things, that is not true. It is like saying 8 + 9 and 9 + 8 have different outcomes.”

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## Using Constructed Knowledge to Multiply Fractions

Observe fourth graders' thinking in action as they connect the multiplication of whole numbers to arrays.

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## Mastering Fact Fluency: Are They Game?

Take-home binders and daily math talks help a second-grade class ease through Baroody's (2006) stages.

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## A Pathway for Mathematical Practices

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

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## Tools to Support K–2 Students in Mathematical Argumentation

A yearlong professional development project investigated types of discourse and argumentation that students engage in, participation structures and routines that teachers can include to support students, and types of tasks that promote mathematical argumentation.

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## Contemporary Curriculum Issues: An algebraic-habits-of-mind perspective on elementary school

Although it is necessary to infuse courses and curricula with modern content, what is even more important is to give students the tools they will need in order to use, understand, and even make mathematics that does not yet exist. A curriculum organized around habits of mind tries to close the gap between what the users and makers of mathematics do and what they say (Cuoco, Goldenberg, and Mark 1996, p. 376).

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## Foster Fact Fluency with Number String Discussions

Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.