Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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### Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

### Heidi Fee

This article shows how to empower students in their own learning by their own creation of instructional videos and assessment.

### Amy Lucenta and Grace Kelemanik

Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.

### Corinne Thatcher Day

This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from *Principles to Actions*, this article describes the task’s setup and implementation.

### Gina Kling and Jennifer M. Bay-Williams

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.

### Allison W. McCulloch, Jennifer N. Lovett, Lara K. Dick, and Charity Cayton

The authors discuss digital equity from the perspective of using math action technologies to position all students as mathematics explorers.

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

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

### Nancy Anderson

The questions that teachers ask to elicit student reasoning—often referred to as *press for reasoning*—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.

### Cheng-Yao Lin and Aviva Hamavid

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.

### Matt B. Roscoe

Symmetric dot patterns are a particularly powerful object for investigation, providing opportunities for foundational learning across PK–5. We found that second-grade students naturally used repeated addends to count symmetric dot patterns created using the new software TileFarm.