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. This month in the Coaches' Corner, take a closer look at CCSS Standard 3 for Mathematical Practice, Explain and Justify. Coaches may want to demonstrate the integration of math and writing with Speak, Write, Reflect, Revise, a five-step approach for integrating problem solving and the writing process.

# Browse

## On My Mind: 5 Language Substitutions When Teaching Fractions

### readers speak out

### Jennifer M. Bay-Williams

Being mindful of language used during discussions of fractions can promote greater understanding and retention.

### Patricia E. Swanson

Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement.

### Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

### Sherri Ann Cianca

Communicating reasoning and constructing models fold nicely into a geometry activity involving the building of nesting boxes.

### Wendy P. Ruchti and Cory A. Bennett

Solutions coupled with drawings can illustrate students' understandings or misunderstandings, particularly in the area of proportional reasoning.

### Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

### Bobson Wong and Larisa Bukalov

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.

## Informing Practice: I-THINK I Can Problem Solve

### research matters for teachers

### Sararose D. Lynch, Jeremy M. Lynch, and Johnna Bolyard

Students access the THINK framework that involves prompts exploring talk, how, identify, notice, and keep.

### Pamela J. Dunston and Andrew M. Tyminski

Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.