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.

### 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.

### 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.

### Megan Holmstrom and Megan Korponic

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.

### Kathryn Lavin Brave, Mary McMullen, and Cecile Martin

The application of exact terminology benefits students when forming and supporting mathematical arguments virtually.

### Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

### Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.