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S. Leigh Nataro

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

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Deanna Pecaski McLennan

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Lindsay Vanoli and Jennifer Luebeck

Engaging mathematics students with peers in analyzing errors and formulating feedback improves disposition, increases understanding, and helps students uncover and correct misconceptions while informing opportunities for targeted instruction.

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Tiara Hicks and Jonathan D. Bostic

We describe a formative assessment approach called whole-class think alouds, which foster evidence-based instructional practices and promote the goal of assessment to promote learning. They allow students to collaborate and orally communicate their problem solving.

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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.

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Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer

Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.

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Rachel Wiemken, Russasmita Sri Padmi, and Gabriel Matney

Teachers from two countries designed a model-eliciting activity about the global issue of wind energy. They share teaching and student outcomes from a cross-border engagement in the task with students from Indonesia and the United States through synchronous video conference.

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Li Sun and Chunlian Jiang

Growing Problem Solvers offers 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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Jennifer A. Wolfe

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Rocco Magaletto

How would students feel when learning through the use of mathematical modeling? On investigation, this article reveals that students felt better prepared for assessments, learned valuable life skills, and saw the relevance of mathematics to their lives outside of the classroom.