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Jonee Wilson and Erin Smith

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.

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Jere Confrey, Meetal Shah, and Alan Maloney

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

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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.

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Madeline Corrigan

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

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Jennifer M. Bay-Williams

February is considered the love month. Wondering how this got started? There are many theories. Valentine’s Day itself may have resulted from a poem by the English poet Geoffrey Chaucer in 1375 titled “Parliament of Foules." Let’s focus on the meaning of love as a verb: to hold dear, take pleasure in, or thrive in (Merriam-Webster, n.d.). Sadly, far too few students love mathematics and instead feel anxiety or other negative emotions. We must do better. In this month of love, let’s focus on ways we can ensure that each and every child has the opportunities to

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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.

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Heidi Fee

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

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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.

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

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