Teaching students to apply structural thinking instead of automatically following procedures and algorithms can result in efficient, elegant strategies and fewer errors.

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### Richard A. Andrusiak and Antonella Perucca

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.

### Johnnie Wilson

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.

### Larry Buschman and Introduction by: Beth Kobett

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### Corinne Thatcher Day

This hands-on task, featuring differentiation and open-ended learning, sets up students to discover area models for themselves. Organized around NCTM’s eight teaching practices from *Principles to Actions*, this article describes the task’s setup and implementation.

### Jennifer Albritton

I have developed a deep appreciation for and love of mathematics by using famous works of art as a bridge to energize my mathematics teaching and inspire my students.

### Katherine Baker, Scott A. Morrison, and Alyssa Herrmann

This article features a third-grade multiplication exploration that integrates materials from nature and outside spaces. Teaching and learning mathematics with and in nature foster connections—mathematical, interpersonal, and with the natural world.

### Douglas H. Clements and Introduction by: Carol Matsumoto

From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.

### Jennifer Ward and Victoria Damjanovic

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.

### Gina Kling and Jennifer M. Bay-Williams

Basic fact fluency has always been of interest to elementary school teachers and is particularly relevant because a wide variety of supplementary materials of varying quality exist for this topic. This article unpacks eight common unproductive practices with basic facts instruction and assessment.