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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.

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Nevin Iliev and Frank D'Angelo

Enable children of all backgrounds to move beyond their current knowledge base and make culturally relevant mathematical connections.

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Higinio Dominguez and Melissa Adams

Complement teacher noticing with student noticing to enhance the teaching and learning of estimation.

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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.

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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.

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Teresa J. Gardner

Classroom activities can be part of an effective teaching strategy to help children whose math performance demonstrates a learning deficit.

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Jo Anny Cady, Thomas E. Hodges, and Clara Brown

Incorporating these instructional practices for two mathematical tasks into lessons to support English learners gives them access to an excellent, equitable program.

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Sally Moomaw, Victoria Carr, Mary Boat, and David Barnett

Consider using a game-based assessment of number sense in young children, including those at risk because of socioeconomic level, disability, or the necessity of learning a second language.