Kelley Buchheister, Christa Jackson, and Cynthia E. Taylor

A collaborative classroom, an open-ended problem, and a what-how-who structure can build students’ reasoning skills and allow teachers to recognize all classroom contributions.

Michael Tapee, Tammy Cartmell, Tammy Guthrie, and Laura B. Kent

By orchestrating social interactions, students learn from one another about data and measures of center.

Haiwen Chu and Leslie Hamburger

Five types of engaging peer-interaction structures can support English learners as they make sense of mathematics and explore important mathematical relationships.

Hagit Sela, Nicole Davis, and Jennifer Hulse

Teachers reflect on how three dialogue protocols can promote meaningful and efficient communication and learning through social interactions.

Angela Marie Frabasilio

Let students find the connecting thread to create, illustrate, and share word problems to bridge school math and real-life math.

DeAnn Huinker

Members of the Editorial Panel spotlight articles from the twenty-three-year history of MTMS. In this offering, the takeaway is the importance of supporting productive struggle using cognitively demanding tasks.