Angela T. Barlow, Natasha E. Gerstenschlager, and Shannon E. Harmon

Three instructional situations demonstrate the value of using an “unknown” student’s work to allow the advancement of students’ mathematical thinking as well as their engagement in the mathematical practice of critiquing the reasoning of others.

Kimberly Morrow-Leong

Comparing two fractions gives a context for exploring students’ flexibility with and understanding of mathematical ideas.

Nicole Panorkou and Alan P. Maloney

Develop fifth-grade students’ early expression of pattern relationships through instructional tasks.

Holland W. Banse, Natalia A. Palacios, Eileen G. Merritt, and Sara E. Rimm-Kaufman

Eliminate obstacles to effective classroom communication with these research-tested suggestions.