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Courtney K. Baker, Terrie M. Galanti, Kimberly Morrow-Leong, and Tammy Kraft

The Teaching for Robust Understanding framework facilitates online collaborative problem solving with digital interactive notebooks that position all students as doers of mathematics.

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Deanna Pecaski McLennan

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Amanda K. Riske, Catherine E. Cullicott, Amanda Mohammad Mirzaei, Amanda Jansen, and James Middleton

We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

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Elizabeth Suazo-Flores and Lisa Roetker

We describe how a group of eighth-grade students reasoned abstractly and quantitatively after the teacher fostered their engagement by using moves such as inviting students to draw and revoicing talk in a real-world context task.

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Lucy A. Watson, Christopher T. Bonnesen, and Jeremy F. Strayer

Teachers can offer opportunities for K–12 students to reflect on the nature of mathematics (NOM) as they learn.

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Sarah Brand, Hyunyi Jung, Ashley Dorlack, and Samuel Gailliot

Five teacher discussion strategies and outcomes of students’ responses to each are illustrated with examples.

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William DeLeeuw, Samuel Otten, and Ruveyda Karaman Dundar

The planful use of boardspace can help move the structure and regularity to the visual realm and make it more readily perceivable by students.

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Samuel L. Eskelson, Brian E. Townsend, and Elizabeth K. Hughes

Use this context and technological tool to assist students in embracing the mathematical and pragmatic nuances of “real-world” problems so they become fertile opportunities to explore mathematical concepts, express reasoning, and engage in mathematical modeling.

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Paul Naanou and Sam Rhodes

Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

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