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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### 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.

### 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.

### 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.

### 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.

### Melissa A. Gallagher, Laura Ellis, and Travis Weiland

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

### Kimberly Morrow-Leong, Sara Delano Moore, and Linda M. Gojak

Reading mathematics picture books to children increases interest in mathematics, strengthens vocabulary, and can improve achievement.

### Tonya Gau Bartell

This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.