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Jeremy F. Strayer, James B. Hart, and Sarah K. Bleiler-Baxter

A four-phase process and three principles for building a mathematics learning community use rich discussion of student work.

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Sarah K. Bleiler-Baxter, D. Christopher Stephens, Wesley A. Baxter, and Angela T. Barlow

Using simplification, relationship mapping, and situation analysis as a framework, we offer vignettes of student discussions about the Theme Park task to highlight their key choices as they model with mathematics.

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Sarah K. Bleiler, Wesley A. Baxter, D. Christopher Stephens, and Angela T. Barlow

Teachers' insights could inspire further discussion about interpreting the SMPs.

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Sarah K. Bleiler-Baxter, Sister Cecilia Anne Wanner O.P., and Jeremy F. Strayer

Explore what it means to balance love for mathematics with love for students.

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Yi-Yin Ko, Sean P. Yee, Sarah K. Bleiler-Baxter, and Justin D. Boyle

A three-step instructional sequence gives students authority to judge an argument's veracity by developing class-based criteria for proof.