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

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### Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

### 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.

### Paul Naanou and Sam Rhodes

Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

### LouAnn H. Lovin

Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.

### Sydney M. Holbert and Angela T. Barlow

To support *all* students in meeting the Common Core's Standards for Mathematical Practice, consider the key features of tasks without words.

### Sarah J. Selmer and Kimberly Floyd

A proactive preschool teacher differentiates instruction by using the Universal Design for Learning framework to decrease barriers that limit students' access to classroom learning.

### Thomas E. Hodges, Terry D. Rose, and April D. Hicks

A series of diagnostic questions helps this teacher better assess and comprehend the misconceptions of third graders who struggle with multiplication.