ARTICLEhttps://pubs.nctm.org/view/journals/jrme/51/5/article-p518.xmlImproving the Impact of Research on Practice: Capitalizing on Technological Advances for Research2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p518.pdf2021-04-01Improving the Impact of Research on Practice: Capitalizing on Technological Advances for Researchhttps://pubs.nctm.org/view/journals/jrme/51/5/article-p530.xml2013–2016: Reflections on Perceptions of JRME 2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p530.pdf2021-04-012013–2016: Reflections on Perceptions of JRME https://pubs.nctm.org/view/journals/jrme/51/5/article-p535.xmlWhat Does It Mean to Be a Research Journal Editor?2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p535.pdf2021-04-01What Does It Mean to Be a Research Journal Editor?https://pubs.nctm.org/view/journals/jrme/51/5/article-p541.xmlManifestations of Middle School Learners’ Problematization Activity as an Embodied Phenomenon2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p541.pdf2021-04-01Manifestations of Middle School Learners’ Problematization Activity as an Embodied Phenomenonhttps://pubs.nctm.org/view/journals/jrme/51/5/article-p574.xmlA Framework for Investigating Qualities of Procedural and Conceptual Knowledge in Mathematics—An Inferentialist Perspective2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p574.pdf2021-04-01A Framework for Investigating Qualities of Procedural and Conceptual Knowledge in Mathematics—An Inferentialist Perspectivehttps://pubs.nctm.org/view/journals/jrme/51/5/article-p600.xmlSubject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p600.pdf2021-04-01Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experiencehttps://pubs.nctm.org/view/journals/jrme/51/5/article-p631.xmlYoung Students’ Functional Thinking Modes: The Relation Between Recursive Patterning, Covariational Thinking, and Correspondence Relations2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p631.pdf2021-04-01Young Students’ Functional Thinking Modes: The Relation Between Recursive Patterning, Covariational Thinking, and Correspondence Relationshttps://pubs.nctm.org/view/journals/jrme/51/5/article-p675.xmlAcknowledgment2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p675.pdf2021-04-01Acknowledgmenthttps://pubs.nctm.org/view/journals/jrme/51/5/article-p676.xmlIndex2021-04-01https://pubs.nctm.org/view/journals/jrme/51/5/article-p676.pdf2021-04-01Indexhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p870.xmlKeeping an Ear to the Ground2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p870.pdf2021-05-17Keeping an Ear to the Groundhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p874.xmlSupporting LGBTQ+ Students in K–12 Mathematics2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p874.pdf2021-05-17Supporting LGBTQ+ Students in K–12 Mathematicshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p887.xmlExploring Playground Access with Mathematics2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p887.pdf2021-05-17Exploring Playground Access with Mathematicshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p895.xmlDoing Mathematics with Spirograph2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p895.pdf2021-05-17Doing Mathematics with Spirographhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p904.xmlConstructing Goals for Student Learning through Conversation2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p904.pdf2021-05-17Constructing Goals for Student Learning through Conversationhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p910.xmlImproving Written Mathematical Arguments2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p910.pdf2021-05-17Improving Written Mathematical Argumentshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p925.xmlProductive Technology Use in Mathematics Explorations2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p925.pdf2021-05-17Productive Technology Use in Mathematics Explorationshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p931.xmlAtypical Arrays to Stimulate Multiplicative Thinking2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p931.pdf2021-05-17Atypical Arrays to Stimulate Multiplicative Thinkinghttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p936.xmlMaximizing the Impact of Mobile Devices2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p936.pdf2021-05-17Maximizing the Impact of Mobile Deviceshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p940.xmlReasoning and Sense Making in High School Mathematics with Two Ways2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p940.pdf2021-05-17Reasoning and Sense Making in High School Mathematics with Two Wayshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p946.xmlAsked & Answered2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p946.pdf2021-05-17Asked & Answeredhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p950.xmlThen: Pedagogy and Best Practices2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p950.pdf2021-05-17Then: Pedagogy and Best Practiceshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p952.xmlNow: From “Best Practices” to “Better Practices”2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p952.pdf2021-05-17Now: From “Best Practices” to “Better Practices”https://pubs.nctm.org/view/journals/mtlt/113/11/article-p954.xmlProblems to Ponder2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p954.pdf2021-05-17Problems to Ponderhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p959.xmlGPS: Socially Distant Numbers2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p959.pdf2021-05-17GPS: Socially Distant Numbershttps://pubs.nctm.org/view/journals/mtlt/113/11/article-p964.xmlMath Medley2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-p964.pdf2021-05-17Math Medleyhttps://pubs.nctm.org/view/journals/mtlt/113/11/article-pe60.xmlThe Math Pact: A Commitment to Instructional Coherence2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-pe60.pdf2021-05-17The Math Pact: A Commitment to Instructional Coherencehttps://pubs.nctm.org/view/journals/mtlt/113/11/article-pe63.xmlLooking for Zebras: Unexpected Solutions to Pattern Tasks2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-pe63.pdf2021-05-17Looking for Zebras: Unexpected Solutions to Pattern Taskshttps://pubs.nctm.org/view/journals/mtlt/113/11/article-pe71.xmlEliciting Critical Thinking through Purposeful Questioning2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-pe71.pdf2021-05-17Eliciting Critical Thinking through Purposeful Questioninghttps://pubs.nctm.org/view/journals/mtlt/113/11/article-pe78.xmlTell Me Where They Are2021-04-23https://pubs.nctm.org/view/journals/mtlt/113/11/article-pe78.pdf2021-05-17Tell Me Where They Are