Strategies that foster self-awareness, help regulate emotions, and encourage problem-solving perseverance can turn mathematical fight or flight into re-engagement.

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### Esther M. H. Billings, David C. Coffey, John Golden, and Pamela J. Wells

A professional development workshop supports teachers' understanding of the Standards for Mathematical Practice and helps them transfer this knowledge to the middle school classroom.

### Sherri Ann Cianca

Communicating reasoning and constructing models fold nicely into a geometry activity involving the building of nesting boxes.

### Wendy P. Ruchti and Cory A. Bennett

Solutions coupled with drawings can illustrate students' understandings or misunderstandings, particularly in the area of proportional reasoning.

### Nancy S. Roberts and Mary P. Truxaw

A classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding.

### Bobson Wong and Larisa Bukalov

Parallel geometry tasks with four levels of complexity involve students in writing and understanding proof.

## Informing Practice: I-THINK I Can Problem Solve

### research matters for teachers

### Sararose D. Lynch, Jeremy M. Lynch, and Johnna Bolyard

Students access the THINK framework that involves prompts exploring talk, how, identify, notice, and keep.

### Pamela J. Dunston and Andrew M. Tyminski

Techniques for teaching mathematics terminology allow adolescents to expand their abstract reasoning ability and move beyond operations into problem solving.

### Terri L. Kurz and Barbara Bartholomew

To support mathematical investigations, use this framework to guide students in constructing art-based and technology-based literature.

### David A. Yopp

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.