Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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### Eric Cordero-Siy and Hala Ghousseini

Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.

### Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

### Sandra Vorensky

Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.

### Xiaobo She and Timothy Harrington

Get familiar with this visual instructional tool to help students make sense of mathematical relationships and select suitable operations for word problems at varied grade levels.

### Amanda T. Sugimoto and Heidi Meister

The authors draw on collaboration with a group of teachers to describe how three-act tasks could be (re)designed and implemented for online synchronous and asynchronous learning, identifying technological factors that teachers might consider.

### Lara K. Dick, Mollie H. Appelgate, Dittika Gupta, and Melissa M. Soto

A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions.

### Megan H. Wickstrom

Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K–Grade 12 to develop flexibility in students’ mathematical understanding and to provide them with a visual interpretation of numerical ideas. This study describes an intervention aimed at bolstering PSTs’ understanding of area and area units with respect to measurement and number and operations. Following the intervention, results indicate that PSTs had both an improved ability to solve area tiling tasks as well as increased flexibility in the strategies they implemented. The results indicate that PSTs, similar to elementary students, develop a conceptual understanding of area from the use of tangible tools and are able to leverage visualizations to make sense of multiplicative structure across different strategies.

### Larry Buschman and Introduction by: Beth Kobett

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### Katherine Baker, Scott A. Morrison, and Alyssa Herrmann

This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.