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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.

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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.

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Susan Ahrendt, Debra Monson, and Kathleen Cramer

Examine fourth graders’ thinking about the unit, partitioning, order, and equivalence on the number line and consider ways to orchestrate mathematical discussions through the Five Practices.

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Kathryn O’Connor, Emma Dearborne, and Tutita M. Casa

A version of math workshop centrally positions students to inquire mathematically.

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Cory A. Bennett and Mick J. Morgan

Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.

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Deborah M. Thompson and A. Susan Gay

This article provides actionable steps and tools for teachers to use to promote student discourse while teaching multiplication fact strategies.

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Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.

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Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case

Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.

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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.

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Tracy E. Dobie and Miriam Gamoran Sherin

Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.