Instructional practices are often implemented in attempts to support multilingual learners. We discuss reasons that some of these well-intended practices may be problematic, and we share productive alternatives that we have observed in classrooms that effectively support multilingual learners.

### Jere Confrey, Meetal Shah, and Alan Maloney

Three learning trajectories and their connections show how to promote vertical coherence in PK–12 mathematics education.

### Elizabeth E. Peyser and Jessica Bobo

Because number lines are an integral part of mathematics after they are introduced in second grade, connecting number sense to a linear view of numbers establishes a foundation for number line use in all levels of mathematics.

### Madeline Corrigan

This manuscript describes my attitude and disposition toward mathematics at an early part in my educational career.

### Jennifer M. Bay-Williams

### Megan Holmstrom and Chris Harrow

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.

### Heidi Fee

This article shows how to empower students in their own learning by their own creation of instructional videos and assessment.

### Karen Fonkert

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.

### Tor Ormseth, Amtul Chaudry, Lacy Knight, and Susie Min

Ear to the Ground features voices from several corners of the mathematics education world.