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Clayton Edwards and Rebecca Robichaux-Davis

“It is what it is." That expression has become popular in response to challenging situations, in which one believes no change is possible, and we must accept the situation as is. So, what does that expression have to do with mathematics education? Symbolically, it may look like “a = a" or, holistically, it may mean “math is math." As mathematics educators, we embrace the latterthat math is math. However, in our work with parents and interactions with the general public, we find that many do not align with this view and

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Clayton Edwards and Rebecca Robichaux-Davis

Common computational algorithms have largely been accepted as important to teach over the years, as evidenced by specific Common Core State Standards for Mathematics requiring such algorithms to be mastered in grades 4–6 (NGA Center and CCSSO 2010). This is likely because of the characteristics of such “standard” algorithms: certainty, reliability, efficiency, and generalizability (Fan and Bokhove 2014). Multidigit addition and subtraction are introduced in grades 1–3, whereas multidigit multiplication and division are experienced in grades 3–5. Some of these standard algorithms can align closely to student-invented strategies, which are typically characterized by conceptual approaches

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Clayton M. Edwards, Rebecca R. Robichaux-Davis, and Brian E. Townsend

Three inquiry-based tasks highlight the planning, classroom discourse, positive results, and growth in one class's journey.

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Angela T. Barlow, Clayton Morgan Edwards, Rebecca Robichaux-Davis,, and Ruthmae Sears

In this article, the authors examine how to implement ideas taken from MTLT’s Front-and-Center articles in virtual classrooms.

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Rebecca Robichaux-Davis, Cheng-Yao Lin, Jennifer M. Bay-Williams, and Aviva Hamavid

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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S. Asli Özgün-Koca, Kelly Hagan, Rebecca Robichaux-Davis, and Jennifer M. Bay-Williams

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.