Fall 2026

Articles in this issue

• DATA’S IRRESISTIBLE CONNECTIONS TO OPERATIONS AND NUMBER SENSE

  by Kat McKinney, Claudia Bertolone-Smith

  This article discusses a workshop designed to enhance elementary teachers’ understanding of how data, number sense, and operations are interconnected.

  Read more about DATA’S IRRESISTIBLE CONNECTIONS TO OPERATIONS AND NUMBER SENSE

• LEADING THE TALK: DESIGNING A SCHOOL LEADER PROGRAM TO SUPPORT HIGH-QUALITY MATHEMATICS DISCOURSE

  by Zuhal Yılmaz, Paola Sztajn, Daniel J. Heck, Kristen A. Malzahn, Julia Schnegg, Lindsey H. Sachs, Edith Gummer, Francine P. Riddick

  This article presents the design and evaluation of the Project All Included in Mathematics (Project AIM) School Leader Program (SLP), which supports principals in fostering high-quality mathematics discourse.

  Read more about LEADING THE TALK: DESIGNING A SCHOOL LEADER PROGRAM TO SUPPORT HIGH-QUALITY MATHEMATICS DISCOURSE

• A CASE OF HOW PROFESSIONAL DEVELOPMENT CAN HELP COACHES SUPPORT TEACHERS IN PROMOTING CLASSROOM MATHEMATICAL ARGUMENTATION FOR ALL STUDENTS

  by Anushree Bopardikar, Jennifer Knudsen, Christina B. Silva, Harriette S. Stevens

  This article overviews how professional development (PD) can help coaches support teachers in fostering classroom mathematical argumentation (CMA) for all students.

  Read more about A CASE OF HOW PROFESSIONAL DEVELOPMENT CAN HELP COACHES SUPPORT TEACHERS IN PROMOTING CLASSROOM MATHEMATICAL ARGUMENTATION FOR ALL STUDENTS