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

### S. Leigh Nataro

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

### 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.

### Marina Goodman

Bridge the digital divide by teaching students a useful technological skill while enhancing mathematics instruction focused on real-life matrix applications.

### Emiliano Gómez, Risa A. Wolfson, and Introduction by: Trena L. Wilkerson

### 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.

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

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

### 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.

Excerpts from discussion threads on the online MyNCTM community.