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Rebecca R. Robichaux-Davis

Members of the Editorial Panel are spotlighting articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of patterning tasks and their link to algebraic reasoning.

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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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Aaron Rumack and Rebecca Robichaux-Davis

Teachers, students, and parents might wonder: Why should we make mathematics a social pursuit? Although individual study and reflection are important parts of any discipline, providing a culture of learning mathematics socially enhances sense making for students. According to NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014), learning through discourse, activity, and interaction related to meaningful problems is a foundational principle for effective mathematics teaching.

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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 and Rebecca R. Robichaux-Davis

This manuscript will highlight MTLT's digital first philosophy, which is not just an add-on to the mathematics, but a partner, working hand in hand with the mathematics to enhance the experience.

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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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Diane Torres-Velasquez, Gilberto Lobo, Introduction by: Sarah Parker, Rebecca MeCaskey, and Rebecca R. Robichaux-Davis

From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.

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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.

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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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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.