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Dana L. Grosser-Clarkson and Joanna S. Hung

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. The Flint Water Task has shown great promise in achieving the dual goals of exploring mathematical modeling while building awareness of social justice issues. This Perspectives on Practice article focuses on two adaptations of the task—gallery walks and What I Know, What I Wonder, What I Learned (KWL) charts—that we have found to enhance these learning opportunities. We found that the inclusion of a gallery walk supported our students in the development of their mathematical modeling skills by enhancing both the mathematical analyses of the models and the unpacking of assumptions. The KWL chart helps students document their increase in knowledge of the social justice issues surrounding the water crisis. Using the mathematical modeling cycle to explore social justice issues allows instructors to bring humanity into the mathematics classroom.

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Chepina Rumsey, Jody Guarino, and Michelle Sperling

We describe how mathematical argumentation supports curiosity and exploration by sharing a first-grade lesson in which students explored decomposition with subtraction. We also reflect on the conditions that supported the inclusion of mathematical argumentation.

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Daniel K. Siebert and Monica G. McCleod

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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Michelle T. Chamberlin and Robert A. Powers

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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Rachel H. Orgel

Returning to in-person learning after COVID-19, our goal was to use our district’s framework along with the CASEL 5 to help us address the social and emotional learning needs of our students without losing the integrity of the mathematics.

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Carrie Plank and Sarah Roller Dyess

Use these three strategies to support student perseverance and discourse about context.

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Douglas H. Clements, Shannon S. Guss, and Julie Sarama

Learning trajectories help teachers challenge children at just the right level for their best learning.

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Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner

Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.

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Chunlian Jiang and Eunmi Joung

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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Eric Cordero-Siy and Hala Ghousseini

Three deliberate teaching practices can help students strengthen multiple connections to a unifying concept.