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Elana Reiser

In this activity, students find the theoretical probabilities of winning a coin toss and a round of the rock, paper, scissors game. They next devise strategies to win and test them out. Students then compare the theoretical probabilities they found with the experimental probabilities.

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Corey Webel and Sheunghyun Yeo

In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a “Math Buddy") on mathematics for 30 minutes per day. We focus on the development of PSTs’ skills for exploring children’s thinking and the structures and tools that we used to support this development. Data sources include screencast recordings of interactions with Math Buddies and written reflections completed by PSTs. Although the responsiveness of interactions varied across individuals and interactions, in general, PSTs showed improvements in exploring children’s thinking. We share implications of these findings for similar field experience models and for practice-based approaches to teacher education generally.

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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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Karen Hollebrands, Heather West, Valerie Faulkner, and Emily Elrod

In this editorial, we provide suggestions for authors who are preparing a manuscript for the Mathematics Teacher Educator journal that is based on a dissertation. We recommend that authors begin by examining their findings and identifying a focus that addresses a shared problem of practice for mathematics teacher educators. Authors should become familiar with the journal by reading editorials and related articles published in the journal. Finally, the Writing Tool can serve as a guide for preparing an outline for the manuscript, which can be shared with the editors and colleagues for feedback.

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Linda L. Cooper

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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Blake E. Peterson and Introduction by: Jennifer Outzs

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

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Rachel Lambert

In this article, I propose a mathematical version of Universal Design for Learning called UDL Math. I describe three classrooms that include students with disabilities in meaningful mathematics and explore how the teachers create access through multiple means of engagement, representation, and strategic action.

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Clayton Edwards and Rebecca Robichaux-Davis