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Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

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Katherine Baker, Scott A. Morrison, and Mirella F. Cisneros Perez

Integrating mathematics and nature offers students benefits for physical and mental health and enriches their learning.

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Ruthmae Sears

As mathematics teachers, we establish several norms, expectations, rules, and daily routines that result in culture building. Hence, in my classes, I decided to center the norms and culture building around five Rs: (1) rigor, (2) relevance, (3) responsiveness, (4) relationship, and (5) responsibility. Using these five Rs provided a norm to engage in our mathematical activities and reflections and established the expectation that everyone would contribute to mathematics teaching and learning (Boyce et al. 2021). Thus, this reflection describes how articles published this year (2021) in Mathematics Teacher: Learning and Teaching PK–12 (MTLT

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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.

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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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Sabrina De Los Santos Rodríguez, Audrey Martínez-Gudapakkam, and Judy Storeygard

An innovative program addresses the digital divide with short, engaging videos modeling mathematic activities sent to families through a free mobile app.

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Min Wang, Candace Walkington, and Koshi Dhingra

An example of an after-school club activity gives educators some tools and suggestions to implement such an approach in their schools.

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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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Atara Shriki and Dorit Patkin

Success in STEM fields depends largely on robust spatial skills, in particular on the ability to perform a mental rotation. Given that this ability can be nurtured, this article includes examples of diverse relevant tasks appropriate for grades 6–8 students.