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Ashley Schmidt, Treshonda Rutledge, Tandrea Fulton, and Sarah B. Bush

Do you use mathematical discussions to increase engagement in your classroom? In this Front and Center article, authors provide a discourse tool that can be used to reveal potential biases found in the implementation of the Five Practices.

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Shelly M. Jones

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

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Sara Gartland, Shellee Wong, and Laurie Silverstein

Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.

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Kathryn Lavin Brave and Jillian Miller

Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.

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Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

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Amanda M. Dominguez, Marina Feldman, Dan Battey, Christelle Palpacuer Lee, and Jessica Hunsdon

Rethink family mathematics nights by drawing on an asset-based perspective in a virtual environment, centering multilingualism and community mathematics knowledge.

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Crystal M. Watson

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

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Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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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.

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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.