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S. Asli Özgün-Koca and Monica G. McLeod

Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.

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Mindy Kalchman

Process-oriented, question-asking techniques provide a framework for approaching modern challenges, including modality pivots and student agency.

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José N. Contreras

Sequences are an important topic—not only in mathematics but also in the mathematics curriculum. Exploring sequences related to medial triangles offers learners opportunities to solve problems involving sequences within geometric contexts. Sequences related to medial triangles are also a rich source of beautiful and interesting geometric patterns that can be discovered with the use of dynamic geometry software (DGS) such as GeoGebra or Web Sketchpad. In addition, exploring sequences with DGS allows learners to formulate and test conjectures, an important mathematical process. In this article, I describe how my students used GeoGebra and geometric reasoning to visualize, discover, formulate,

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Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

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Deanna Pecaski McLennan

For the Love of Mathematics

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Elizabeth Suazo-Flores and Lisa Roetker

We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.

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Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer

Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.

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Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.

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William DeLeeuw, Samuel Otten, and Ruveyda Karaman Dundar

The planful use of boardspace can help move the structure and regularity to the visual realm and make it more readily perceivable by students.