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

### Wendy S. Bray, Luz A. Maldonado, and Introduction by: Desiree Y. Harrison

### Lateefah Id-Deen, Rachelle Ebanks, and Michelle Cirillo

Reflect individually and collectively on professional learning that inspires positive change in supporting Black students’ mathematical success.

### Michelle T. Chamberlin and Robert A. Powers

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.

### Marykate McCracken

Show your students how useful mathematics can be in real-world applications.

### F. Paul Wonsavage

Three approaches to the Doughnut task highlight how representing functions in multiple ways can support student understanding in interpreting key features of functions within a context.

### Alice Aspinall

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

### Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

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

### Patricio Herbst, Daniel Chazan, Sandra Crespo, Percival G. Matthews, and Erin K. Lichtenstein

In past editorials (e.g.,

From a journal-centric perspective, the peer review process supports the production of the journal by helping editors select content to be

### Justin Gregory Johns, Chris Harrow, and Peter Nikolai

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.

### Mollee C. Shultz

This article addresses why instructors choose to not use inquiry-oriented instructional practices (IO-IPs) even if they believe the practices are beneficial. A national sample of undergraduate mathematics instructors (*N* = 269) responded to questionnaires on their use of IO-IPs, beliefs on student learning, and recognition of professional obligations—their responsibilities toward various stakeholders including the individual student, mathematics as a discipline, the institution, and society (). Structural equation modeling indicates that learner-focused beliefs often predict the use of IO-IPs, but that recognition of some professional obligations can work in opposition to those beliefs. Future work advocating for instructional change could use this framework to provide instructors with resources that leverage their existing priorities.