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This article focuses on Math Promise, a contract containing the commitment of children and parents to spend mathematical time together and get to know each other's mathematical thinking and understanding. Topics covered include how the Math Promise began in one classroom, examples of opportunities parents can take advantage of to do math with their children, and the benefits offered by Math Promise. Mentioned also are resources which can help teachers and parents launch the Math Promise.

A personal narrative is presented which explores the authors' experience of teaching mathematics in the rural community of Santa Avelina in Guatemala.

The article offers suggestions and ideas for elementary school teachers on how to build connections between children's mathematical thinking and family and community knowledge in mathematics instruction. Topics mentioned include the importance for teachers to know their students as well as their families and communities, tips for engaging with the community through visiting locations identified by students, and guidelines for designing standards-based mathematics lessons.

The article offers information on the number puzzle called Oki-Doku. According to the author, Oki-Doku puzzles could improve children's mathematical fluency because it is easy to understand, it involves developing number-and-operation sense, and students working on it will not need outside agent to tell them if they are correct or not. The author states that these puzzles are easy to make and can be tailored based on the student's need.

The article focuses on the review-first approach for the retention of mathematical knowledge in students upon entering a new academic year. It notes that the approach leads to the delay of introduction of new lessons with students spending their time for reviewing materials from the previous grade. It also features the Comprehensively Applied Manipulative Mathematics Program (CAMMP) approach to teaching which will help reduce the need for review and accelerate the learning ability of students.

The article offers the author's insights on his use of the book "12 Ways to Get to 11," in teaching mathematics to his fourth-grade students. He states that the book provides an amazing presentation by mathematically demonstrating, through pictures and words, twelve likely combinations of details that total to eleven when they are added. He mentions that he introduced the game played in the television program entitled "Jeopardy," wherein the solution to the question is already provided to the contestants as the contestants, in turn, must give the right question in order to attain the answer. The author concludes that the book offers an amazing segue into thinking on number combinations, as he is pleased with his success in teaching mathematics using the book.

An introduction is presented in which the editor discusses various reports within the issue including "Family Game Nights," by Stephanie Kessinger, "The Math Promise: Celebrating at Home and School," by Danielle Legnard and Susan Austin and "Mapping Our World," by Jim Barta and Joan Kyriopoulos.

The article offers recommendations for the implementation of a math training program by a school math coach. Suggestions include using district content maps for planning meetings among students, drafting a calendar of 30-minute study session dates and providing information on instructional strategies in curricular explorations. It also advises on complementing the teachers' math instruction.

The article reports on the publication and its sister publications' need for manuscripts that promote discussion and dialogue about important issues related to mathematics curriculum. The three journals "Teaching Children Mathematics," "Mathematics Teaching in Middle School," and "Mathematics Teacher" announces that it will provide a forum in their publication open for discussion across a K-12 audience. The article offers possible topics for a curriculum-focused K-12 series. The article also includes contact details for questions or comments.