How trigonometry is used and portrayed differently in mathematics and physics textbooks highlights potential sources for student struggle, constraints on our trigonometry curriculum, and lessons learned when looking across STEM disciplines.

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### Sara Gartland, Shellee Wong, and Laurie Silverstein

Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.

### Sarah Quebec Fuentes

Learn about strategies and tools to examine and improve your practice with respect to fostering equitable small-group, student-to-student discourse.

### Lauren R. Holden, Yi-Yin (Winnie) Ko, Devon W. Maxwell, Connor A. Goodwin, Cheng-Hsien Lee, Jennifer E. Runge, and Elizabeth B. Beeman

One-Straight-Cut-Heart activities can help teachers support students’ engagement with geometry and can deepen students’ geometric reasoning.

### Rebekah Elliott, Elyssa Stoddard, Megan Brunner, and Jenny White

The authors share a teacher-designed mathematical modeling routine geared to support teachers and to leverage opportunities for their students in learning important modeling practices and mathematical content.

### Rob Wieman, Lindsay Freedman, Paul Albright, Deb Nolen, and Jessica Onda

Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.

### Lybrya Kebreab, Sarah B. Bush, and Christa Jackson

Mathematics education can be positioned as fertile ground for societal change. This article deconstructs the complex work of supporting students’ positive mathematical identities by introducing pedagogical fluency to embody equitable beliefs and practices.

### Jon R. Star, Soobin Jeon, Rebecca Comeford, Patricia Clark, Bethany Rittle-Johnson, and Kelley Durkin

CDMS is a routine that allows teachers to organize instruction around students’ mathematical discussions and multiple problem-solving methods.

### Derek A. Williams, Kelly Fulton, Travis Silver, and Alec Nehring

A two-day lesson on taxicab geometry introduces high school students to a unit on proof.