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Kaycie Maddox

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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Amanda Jansen

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

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Shiv Karunakaran, Ben Freeburn, Nursen Konuk, and Fran Arbaugh

Preservice mathematics teachers are entrusted with developing their future students' interest in and ability to do mathematics effectively. Various policy documents place an importance on being able to reason about and prove mathematical claims. However, it is not enough for these preservice teachers, and their future students, to have a narrow focus on only one type of proof (demonstration proof), as opposed to other forms of proof, such as generic example proofs or pictorial proofs. This article examines the effectiveness of a course on reasoning and proving on preservice teachers' awareness of and abilities to recognize and construct generic example proofs. The findings support assertions that such a course can and does change preservice teachers' capability with generic example proofs.

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Allison B. Hintz

Teachers can foster strategy sharing by attending to the cognitive demands that students experience while talking, listening, and making mistakes.

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Lynn M. McGarvey

A child's decision-making photo activity about pattern identification presents implications for teaching and learning patterns in the early years.

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Tad Watanabe

“A mile wide and an inch deep” is an oftenrepeated criticism of U.S. mathematics curriculum. In 2006, NCTM published Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence to suggest important areas of emphasis for instruction. Many states produced new standards that were informed by the book. However, Charles (2008/2009) argues that we must address not only the mile-wide issue, by reducing the number of skill-focused standards, but also the inch-deep issue, by making essential understanding more explicit. Charles suggests that many useful resources are available to deal with the latter.