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Caroline Byrd Hornburg, Heather Brletic-Shipley, Julia M. Matthews, and Nicole M. McNeil

Modify arithmetic problem formats to make the relational equation structure more transparent. We describe this practice and three additional evidence-based practices: (1) introducing the equal sign outside of arithmetic, (2) concreteness fading activities, and (3) comparing and explaining different problem formats and problem-solving strategies.

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Beth L. MacDonald, Diana L. Moss,, and Jessica H. Hunt

In this article, we explore how playing with dominoes not only requires students to count but also to subitize when constructing number and operations.