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Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

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Paulo Tan, Alexis Padilla, Erica N. Mason, and James Sheldon

curricular or pedagogical approaches toward mathematics of all, thereby humanizing your classroom, making it more inclusive, and challenging the myth of disability as tragedy. It is highly recommended that you enact what community engagement practitioners

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Dr. Geraldo Tobon and Ms. Marie Tejero Hughes

's Office Collaborative Community Engagement Grant. REFERENCES Dacey , Linda , Karen Gartland , and Jayne Bamford Lynch . 2015 . Well Played: Building Mathematical Thinking through Number Games and Puzzles, Grades 3–5 . Portland, ME

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Erin Smith

Goals for School-Family Partnerships .” In Handbook on Family and Community Engagement , edited by Sam Redding , Marilyn Murphy , and Pam Sheley , pp. 37 – 44 . Lincoln, IL: Academic Development Institute . National Council of Teachers of