This editorial explores why researchers must decide which research pathway has the most favorable benefit-to-cost ratio.

The authors respond to a call to analyze issues of curriculum standards and to present alternative storylines by addressing criticisms of the Common Core State Standards in early childhood. Misinterpreting or ignoring relevant research has equity consequences because it may particularly harm those children most in need of learning support in learning grade-level mathematics.

The authors investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. The authors explore implications of these findings for mathematics teacher preparation.

Using instructional exchanges as a theoretical construct, this study explores the influence of teachers’ institutional positions on the solving of equations in algebra classrooms. The experimental design uses surveys with embedded rich-media representations of classroom interaction to surface how teachers appraise correct solutions to linear equations where some solutions follow suggested textbook procedures for solving linear equations and others do not.

This Brief Report addresses the fundamental role that sign language plays in the mathematics classroom of deaf and hard-of-hearing (DHH) students. The focus rests primarily on iconic aspects of mathematical ideas as reflected in the gestural−somatic modality of sign language. Insights gained from these observations lead beyond the DHH mathematics classroom by providing new perspectives on the interplay between language and communication, individual experience, and shared conceptualization.

The authors present findings from a recently completed census survey of all mathematics departments in the United States that offer a graduate degree in mathematics. The authors report the viewpoints of departments about characteristics shown to support students’ success as well as the extent to which these characteristics are being implemented in programs across the country.