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Chunlian Jiang and Eunmi Joung

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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Eric Cordero-Siy and Hala Ghousseini

Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.

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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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Xiaobo She and Timothy Harrington

Get familiar with this visual instructional tool to help students make sense of mathematical relationships and select suitable operations for word problems at varied grade levels.

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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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Esther M. H. Billings and Barbara A. Swartz

For two decades, teacher educators have called for practice-based approaches in teacher education (Ball & Cohen, 1999; Smith, 2001) as a way to better prepare preservice teachers (PSTs), where practice is “a site for inquiry, in order to center professional learning in practice" (Ball & Cohen, 1999, p. 19) and the goal is to prepare teachers “skilled at teaching, not just studying and analyzing schools and classrooms" (Forzani, 2014). Instead of coursework on learning about teaching practices, this approach integrates theoretical and practical knowledge, immerses PSTs in the work of

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Melissa A. Gallagher, Laura Ellis, and Travis Weiland

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

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Jonathan D. Bostic, Brooks Vostal, and Timothy Folger

All students have strengths that can be leveraged through universally designed instruction.

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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.