● Anticipating students' solutions to a mathematics task ● Monitoring students' in-class, “real-time” work on the task ● Selecting approaches and students to share them ● Sequencing students' presentations purposefully ● Connecting students' approaches and the underlying mathematics. These 5 manageable practices have the power to put teachers in control of productive classroom discussions.

Continuing its tradition of mathematics education leadership, NCTM has undertaken a major initiative to define and describe the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.

This is the sixth of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on the use of formative and summative assessments to teach a unit of Probability and Statistics with a focus on conceptual understanding.

This is the first of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on a unit plan related to Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

This microcredential represents an educator's planning for, implementation of, and reflection on a Statistics & Probability leaning unit that addresses the Statistical Habits of Mind, is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the fifth of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This microcredential represents an educator's ability to identify, address, and reflect on student misconceptions related to a Statistics & Probability lesson that is aligned to grade-specific standards, anticipates student responses, and includes questions to further students' learning. This microcredential is the second of six in the Statistics & Probability for Secondary Mathematics Teaching stack.

This is the third of six microcredentials for Statistics & Probability. This microcredential represents an educator's planning for, implementation of, and reflection on the use of technology to teach Probability and Statistics that allows for the exploration and investigation of a conceptual idea.

This article defines the Statistical Habits of Mind and discusses how these habits of mind can be addressed within a statistical investigation.

The Utah Core Standards define what students should understand and be able to do in their study of mathematics. These standards are aligned to scientifically based content standards. They drive high quality instruction through statewide comprehensive expectations for all students. The standards outline essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuring learning within the classroom.