Students grapple with the problem of finding the volume of two different folds of a traditional Levantine dessert using either geometry or calculus.

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### Tonya Gau Bartell

This is one of many practices to support teachers in assessing students’ mathematical thinking and better understanding students’ lived experiences that they can then draw on in mathematics instruction. This article highlights four examples of teachers’ efforts to reimagine homework for K–2 students.

### Amanda Jansen

Ear to the Ground features voices from various corners of the mathematics education world.

### Karen S. Karp, Sarah B. Bush,, and Barbara J. Dougherty

Ear to the Ground features voices from various corners of the mathematics education world.

### Brandie E. Waid

In this article, the author discusses strategies for creating more equitable K–12 mathematics experiences for LGBTQ+ students. Strategies range from engaging in self-education, creating LGBTQ+ inclusive classroom spaces, and adopting LGBTQ+ inclusive curriculum and queer pedagogy. The importance of considering school context while engaging in this work is also discussed.

### Cory A. Bennett and Mick J. Morgan

Chalk Talks, a silent discussion protocol, can be used to begin developing cocreated norms. The insights gained shaped the support provided by both the teacher and students throughout the year.

### Naomi A. Jessup, Jennifer A. Wolfe, Oyita Udiani,, and Crystal A. Kalinec-Craig

Ear to the Ground features voices from various corners of the mathematics education world.

### Cara Djonko-Moore

Early childhood practitioners consider practical strategies to innovate mathematics through cultural responsiveness and funds of knowledge.