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A. Susan Gay, Jeanine Haistings, and Jason L. Rucker

The authors describe a fourth-grade lesson that promotes understanding of angle as a dynamic figure through use of a real-world tool used by physical therapists to measure joint motion.

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Nasim Chenari

This article describes how fortuitous mathematical moments should be noticed, encouraged, embraced, and capitalized upon.

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Amanda L. Cullen

In 2018, NCTM published the first of three books in their Catalyzing Change series. Across the three texts, they call for the dismantling of all forms of inequitable grouping structures from early childhood and elementary school (NCTM 2020a) to middle school (NCTM 2020b) and high school (NCTM 2018). NCTM (2020a) asserted—

Any ability grouping in mathematics education is an inequitable structure that perpetuates privilege for a few and marginality for others. Ability grouping practices often occur with good intentions; we want to understand children’s learning needs and then tailor the content,

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Joshua David Jones

To be literate in a society where the information shared online is often exploited, learners should be exposed to multiple aspects of contemporary predictive modeling. Explore a lesson in which students learned an algorithm used in practice to automate the process of making recommendations.

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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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Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore

The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.

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F. Paul Wonsavage

Three approaches to the Doughnut task highlight how representing functions in multiple ways can support student understanding in interpreting key features of functions within a context.

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Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

Ear to the Ground features voices from several corners of the mathematics education world.

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Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.

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Jerilynn Lepak and Taren Going

Teaching transparently about the process and goals can support students as they make and support mathematical claims.